Through the teaching of the lesson "What did Spring Say", I felt more deeply: to attract students, the classroom must be full of vitality; if the classroom is to be full of vitality, it should make full use of resources and develop them comprehensively. The new course experimental teaching materials provide us with a lot of creative space, it depends on how we grasp, explore and use it. So, how to make moral and life lessons “alive”? Through constant attempts, the author has come up with some rough opinions:
1. "Living" the existing resources
Flexibly handle the teaching material resources; the teaching materials are written by experts, although The course content they developed may be the best in terms of inherent academic aspects, but society is developing rapidly and things are constantly changing, while the update of teaching materials is relatively lagging behind. The arrangement of some content in the teaching materials is not related to students' lives and life. The level of knowledge is out of touch and lacks pertinence and interest. This requires teachers not to use them all, but to improve their ability to control teaching materials and handle them flexibly to make the teaching materials more life-oriented, contemporary and closer to students' lives. , which is conducive to students’ internalization. For example, the first unit of this volume is "Song of Spring", but when school starts in our local area, it is still cold in spring, accompanied by snowflakes from time to time. If we follow the order of the textbooks, students can only experience spring through memories. In such a classroom, students lack direct experience and cannot achieve the preset teaching goals. Therefore, I put the learning tasks of this unit behind. When spring really comes, I will take the students out for a spring outing first. After the children have fully observed and perceived spring, I will then study this class. The children are full of interest. , talking about spring is also very clear. In other words, the teaching content of "Morality and Life" is not an isolated knowledge system, but should be a broad and vivid picture of social life and nature.
Make full use of student resources; students are a curriculum resource that cannot be ignored. Whether they are children who grow up in cities or rural areas, they have already had certain life experiences and certain emotional experiences, and There are differences in backgrounds and experiences between different students. This difference is the point of contact for children to communicate and learn from each other. A good teacher can mobilize all the enthusiasm of students in the classroom, allowing them to actively participate, communicate and learn from each other in a happy and democratic atmosphere, and gain a successful experience from it.
2. "Living" "Morality and Life"
Activity-based moral education is most in line with the cognitive characteristics and thinking level of children in lower grades of primary schools. It makes moral education become Activities that are real, tangible, tangible, understandable and practical enable students to learn to use various methods to express their feelings and ideas, show their results, share, communicate, and exercise their expression skills, thus truly serving as a guide The role of children's lives. For example, in this lesson, activities such as listening to the whispers of spring, appreciating the beauty of spring, dressing up as a spring girl, spring game workshop, spring health box, etc. allow children to participate in a variety of teaching activities without knowing it, and only students Only by truly participating in learning can students' knowledge be truly understood, their abilities truly exercised and improved, their emotions touched and mobilized, and their attitudes and values ??truly changed or formed. In the above example, letting the children sing, draw, play games, etc. has the effect of getting twice the result with half the effort.
3. Engage in "live" extracurricular practical activities
Morality and life courses are derived from students' real life. Therefore, the teaching of this course should not be limited to the classroom, but should be Create an open teaching situation and strengthen the connection between teaching and student life and social life in many aspects. We must help students devote their vision to the broad scope of social life and extend their thinking fields to all areas of human activities. Zhan Wansheng, director of the Moral Education Research Center of the Central Institute of Education, believes that "classroom education does not equal moral education. Moral education itself is practical. Moral education that lacks practical links is not a complete moral education." Indeed, extracurricular practice is an indispensable part of moral and life classes, and it can Increase students' emotional experience and catalyze students' emotional development. Extracurricular practice can be practical activities before class, such as spring outings and observation tasks in this class; it can also be an extension after class, such as retaining spring in your own way. At the same time, we must actively create conditions to enable students to participate more in social practice, such as integrating thinking teaching with activities organized by the school brigade, integrating with the arrangement of comprehensive practical activity classes, integrating with students’ family life, etc., etc. Benefit from experience, understanding, and insights in many places, improve their social living abilities, and thereby improve students' comprehensive qualities.