The first article of ideological and moral education in primary schools "Let the ideological and moral education in primary schools return to life"
Ideological and moral teaching in primary schools should be based on students' daily life, which is not only the return of educational essence, but also the requirement of ideological and moral teaching characteristics. Only by bringing our education back to life can students not only remember what they have learned, but also apply what they have learned. Only in this way can our teaching task be truly completed.
Keywords: primary school thinking; Life-oriented; Knowledge application; Character cultivation
In the teaching process of ideological and moral course in primary schools, many teachers ignore the importance of linking our classroom with real life, and blindly emphasize the knowledge of the course, ignoring whether students accept the course content. This not only hurts students' learning enthusiasm to a great extent, but also completely deviates from the essence of ideological and moral education. There are obvious differences between ideological and moral education and other knowledge-based subject education, that is, the teaching of ideological and moral education is completely based on real life, and any characters, examples and even some truths and theories in the course content come from real life. Therefore, this uniqueness determines that our ideological and moral education in primary schools cannot exist without real life. Only by strengthening the connection between our curriculum and real life can we really do a good job in ideological and moral education in primary schools.
Tao Xingzhi, a famous educator, once said that education can only be effective through life, and only such education can really be called education. To a great extent, this sentence points out the direction of thinking quality teaching in primary schools, that is, to be close to real life and let our thinking quality classroom really return to real life. Doing so can not only effectively improve students' interest in learning, but also make students willing to participate in our classroom teaching. At the same time, it can also make students realize that knowledge intake is ultimately necessary, rather than simply talking about it, especially in ideological and moral education. The ultimate goal of ideological and moral education is to make students have good moral quality and maintain moral integrity in future real life, not just to understand the theoretical knowledge of ideological and moral education.
1 Classroom teaching should be based on life and the content selection should be close to the reality of life.
In the ideological and moral classroom teaching in primary schools, teachers should choose teaching content close to students' daily life, which is not only required by the characteristics of this course, but also to meet the special requirements of primary school students. Pupils' autonomy and self-discipline in learning are not very high, and their ability to accept new things is not very high, so they should take their familiar knowledge as a bridge to let them accept new knowledge. Students are familiar with things and things in real life. Teachers should make full use of these "bridges" to make our classroom teaching full of life, so that students can't feel the rigidity and rigidity of classroom teaching at all. In addition, we should try to select cases from real life, list some common people and things around us to arouse students' thinking, and use students' life experience to let students acquire knowledge about thinking and cultivate students' moral quality.
2. Restore the content of the textbook to real life.
In the textbook, many characters and facts do exist in our lives. In the teaching process, students must be aware of this. Don't confine students to textbooks, but restore the contents of textbooks to real life, so that students can realize that these characters and deeds really happen around us.
For example, in a classroom teaching, just after the lesson of "growing up with responsibility", a student in the class fell into a sudden family change, which made the student silent and lonely. At this time, I told the content of this lesson again, but it was different characters and different deeds. When the students were surprised, I introduced the protagonist of this "story" I told them. This person is the classmate around us. Since then, everyone has taken the initiative to help the student. With everyone's care and help, we gradually saw the smile on the face of the child whose family changed.
Through this incident, many children realize that many characters and deeds in textbooks and teaching materials often happen around us. As long as we give timely attention, we can all become "characters" in the book. Through this incident, students realized the happiness of helping others, which greatly stimulated their sympathy and sense of social responsibility, and let them know that helping others is also a very happy thing.
3 classroom activities should be restored to real life
Classroom activities are an indispensable link in ideological and moral teaching. In this link, students' practical ability has been exercised and their knowledge application ability has been cultivated. Teachers should pay full attention to this part. At the same time, in the ideological and moral teaching in primary schools, classroom activities should also pay attention to the connection with real life. The author thinks that the life-oriented degree of classroom activities largely determines the life-oriented degree of this course, thus determining the success or failure of this course education.
In real life, only when students combine what they have learned with their real life and apply what they have learned in textbooks to their real life can our educational goals be truly realized. This kind of combined application ability is not born to students, but is gradually formed and cultivated in our classroom teaching. Therefore, when designing and arranging classroom activities, we must pay attention to improving the life level of the activities, encourage students to actively participate and explore, and complete the activities in a happy way.
4 Classroom extension should be based on real life.
Ideological and moral teaching is a kind of teaching in the whole process of life. We should not only educate students in class, but also encourage students to carry out self-education and educational practice in their daily life after class. For example, students can be arranged to carry out some social practice in moral quality, such as participating in community health services, investigating community animal and plant varieties and their living conditions. These after-school social practices can play a re-education process for students, and also enable students to realize the significance of ideological and moral lessons through these after-school practices in their lives.
In short, through life-oriented classroom teaching, students can understand that moral quality is not only to learn as knowledge, but to measure our daily life behavior as a living standard. This teaching method can not only effectively improve students' interest in classroom learning, but also improve students' enthusiasm for participating in the classroom. At the same time, the most important thing is to stimulate students' moral sentiments, so that students can understand the significance of noble ideological quality and moral sentiments to themselves.
refer to
[1] Xu. How to make primary school ideological education return to real life? Journal of Fan College, 20 1 1. (BO7)
[2] Jia. Building an Effective Moral Education Classroom from Life [J]. Education Survey.20 20 10/0. ( 12)
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