This box is divided into three parts.
New experience of junior high school life
Let the students find the attraction of junior high school life in their memories and experiences, and stimulate their love for the new school life.
Cherish new friendship
This is one of the difficulties in this class. This part is to make students more familiar with each other's activities and can be divided into two steps. First, let students know each other; Second, after introducing each other, teachers need to help students find their similarities. This link plays an important role in deepening the content of this box, helping students to have a harmonious relationship and inspiring students to cherish the friendship between classmates.
Because of the time, not every student has the opportunity to express his views, but it is necessary to let every student participate in the activities. Teachers can use some flexible ways to carry out activities and give students as many opportunities as possible. Teachers can also recall their own experiences in this field.
This activity is the most difficult activity in this class. First of all, because this activity is an interactive serial introduction activity, rather than a simple self-introduction, there may be some unexpected situations in class, such as inactive atmosphere or disorder. Teachers need to pay attention to adjusting the atmosphere in activities. If you have time, it's best to group in different ways so that students can communicate further. Secondly, due to the different number of classes, the difficulty of organizing activities will be different. If the class size is too large, the activity time may be longer, and teachers can adopt flexible ways to carry out activities.
Create a new collective
This is another key content of this lesson, which is divided into three parts:
* * * The same goal is the driving force for progress.
Solve the problem of class collective construction goals. This part does not give what kind of goals the group needs, but generates conclusions through activities, but the conclusions drawn by students need further in-depth explanation by teachers.
From each according to his ability, give full play to his strengths and make contributions to the collective.
Let students realize that they are all good at it, and everyone can find the most suitable position in the group and contribute to the construction of the group.
Work together and help each other move forward.
Let students realize that it is important not only to give full play to their talents in the group, but also to cooperate with each other. This needs some examples to illustrate.
Both students and teachers can summarize the conclusions drawn from the activities. Teachers can also extend their conclusions to a certain extent, such as asking students to introduce their original collective. It is better to be a good group that students think, and further deepen students' understanding of the importance and characteristics of a good group.
This part of the activity, if the teacher has a certain understanding of the students, the effect may be better. You can learn some students' specialties from their files, and you can also learn some students' specialties from previous serial introductions. Of course, the strengths here not only refer to some specialties, but also include some personality characteristics, which are reflected in the teaching materials. In class, teachers can make appropriate introductions and students can introduce themselves. If conditions permit, expanding students' participation as much as possible will help to reflect the theme of this session.
Teachers can find a lot of relevant materials to prove this part. If possible, you can make a small demonstration in class, such as asking several students who sing well to sing, what will happen if they are out of tune or have no division of labor; Ask the students to tell their own examples, such as the division of labor and cooperation of a team.
Handling of related links: Teachers can handle it flexibly according to specific situations, allow students to learn by themselves, or discuss specific materials in class.
Box theme
Content analysis of teaching materials
Teaching suggestion
The world is wonderful because of life.
There are two teaching links in this box.
Colorful life constitutes a colorful world.
Let students experience the wonderful world because of life in the process of collection, appreciation and communication, and initially inspire students to love life.
Two pictures are selected in the textbook, one is a picture of all kinds of free and vibrant life, and the other is a lifeless, dry and barren land. The main intention is to feel the vitality and beauty that life brings to the world through comparison.
Life needs mutual care.
This is one of the difficulties in this class. Through the discussion and reflection on the problems in life such as raising small animals and sandstorms, this paper discusses how people get along with each other, especially whether human beings, as the highest life form, are more responsible for the coordinated survival and development of all kinds of life and protecting our homeland.
In order to improve classroom efficiency, students can be grouped before class and asked to collect some pictures, objects, audio-visual products, etc. Show their lives and prepare for the introduction. If possible, you can make them into courseware.
In the operation, we need to pay attention to contrast the atmosphere, grasp some touching situations, make students feel moved in the communication as much as possible, and guide students to feel the richness and significance of life.
In this link, two small problems are given for discussion. In teaching, students can talk about the problems they see in life, an impressive thing they have experienced or a touching story they have read. They can discuss how to live in harmony, discuss the role of "care" in life, and guide students to cultivate love.
There is no need to delve into this part. Some students may ask similar questions, "Do you care about the life of pests?" Try to downplay such questions and let students discuss them as small topics after class without demanding standard answers.
The uniqueness of human life
This box is a key point of this lesson, and there are three teaching links:
The uniqueness of everyone's life
By understanding the unique personality characteristics of yourself and your classmates, you can feel the uniqueness of everyone's life.
The uniqueness of human life
Help students understand that human beings are intelligent life by reading and writing poems. Wisdom here not only refers to science and technology, but also includes all kinds of human wisdom, such as ethical wisdom and cultural wisdom.
Give play to the uniqueness of life
Guide students to think about how to choose their own life path according to their own uniqueness.
This activity can be carried out in various forms according to the actual situation, for example, let each student write a few words, collect them and show them, so that students can identify which classmate's handwriting is. The development of this activity should pay attention to avoid naivety, and focus on guiding students to feel their uniqueness, so as to cherish themselves, and at the same time realize that everyone and every living body are unique, and a unique life belongs to us only once.
You can continue to write poems in groups and choose the poems that best illustrate human wisdom. You can also ask students to talk about the unique skills of various kinds of life and what makes human beings unique.
Let the students refer to their own characteristics summarized in the first link and the suggestions of the group students, and talk about their greatest characteristics and the life path that may suit them (from the aspects of career and life, etc.).
Cherish our lives.
This box is the focus and difficulty of this lesson, which is divided into three links.
Never give up the hope of life.
Through reading and discussing the story of "difficult choice", I feel the importance of the will to survive. Then let the students exchange some knowledge about self-protection and survival.
Affirm life and respect life.
The three activities in this link are gradual: first, discuss whether a person's life can bring happiness and happiness to others and feel the value of life; Then discuss that everyone's life is valuable to others and society, and further feel that life is worthy of respect; Finally, it discusses that life cannot be perfect, and even an unfortunate life needs affirmation and respect. Extend the value of life
This link is the sublimation of the content of this lesson. Guide students to learn from their role models or people around them how to make their lives more valuable. Finally, I wrote my own life motto through thinking, communicated with my classmates, explained its meaning, and realized that "the meaning of life lies not in length, but in connotation."
After reading and discussing this story, let the students tell other survival stories, or design some scenes to let the students play the leading role in the survival performance.
Combined with the activities in the book, let the students talk about who their existence brings happiness and happiness (let the students interview some relevant people before class), and also talk about who brings happiness and happiness to themselves. At the same time, tell me one thing that you have brought benefits to others and society or that others have helped you. Through multi-angle review, help students to be conscientious people, learn to feel happiness, and realize that everyone (including themselves) is adding color to this happy life.
Ask students to collect how a celebrity and an ordinary person live and work before class, think about their contribution to society, and think that everyone can make their life more valuable through their own efforts. The existence of life is worthy of recognition and respect. If we can do our best to make more contributions to others and society, such talents will be more valuable and worthy of respect.
3. Box problem
Content analysis of teaching materials
Teaching suggestion
Rich and varied emotions
This box is divided into two headings: "Emotion Kaleidoscope" and "Emotion and Life".
Emotional kaleidoscope
Starting with personal rich and varied emotional feelings, the text talks about four basic emotional types: joy, anger, sadness and fear, and the relationship between emotions and situations. Rich and varied emotions constitute people's colorful lives.
Among them, the meaning of emotion is the teaching difficulty of this box. Although individuals have different feelings and experiences about different emotions and students have accumulated some experience, teachers need further guidance to truly understand the meaning of emotions.
Emotion and life
Mainly introduce that emotions have different effects on people. This is a teaching focus of this box. Emotion has a magical effect on people's behavior and life. Generally speaking, the influence and function of emotions on people include both positive and negative aspects. On the one hand, emotions can enrich people's physical strength and energy, and improve people's activity efficiency and ability; It encourages people to play their normal level and is conducive to personal physical and mental health. On the other hand, emotions can also make people feel uncomfortable, inhibit people's activity ability, and reduce people's self-control ability and activity efficiency; It is not conducive to the normal level of the individual, and it is also not conducive to the physical and mental health of the individual. It often makes people do things that they regret or even violate the law.
This part contains a wealth of knowledge. In teaching, teachers can organize and guide students to carry out activities, and give some appropriate guidance according to students' cognitive and acceptance level, without requiring students to master the scientific definition of emotion. For example, what is emotion, the classification of emotion, emotion and personal needs, different kinds of emotions have different performances, and the same emotion may have different performances. You can ask students to give some answers according to their experiences and feelings in the activities, and then guide them.
According to the activity of "emotional weather map" in the lead-in part of the textbook design, teachers can ask students to stimulate their interest in learning by carrying out this activity or making their own emotional situation drama, so as to guide them to learn the content of this lesson.
The content of this purpose is relatively simple, mainly involving the influence of emotions on people's behavior and life. The introduction of "two states and two results" can lead students to draw the conclusion that different emotions lead to different behavior results, and emotions will affect people's behavior and life. As for the positive and negative effects of emotions on people, the exertion of personal normal level and the influence on physical health, students can be guided to explore, experience and feel in combination with 63 pages of activities, and the conclusion can be filled in the table.
Learn to adjust your emotions.
There are three things in this box, and the content in this box is the focus of this lesson.
Emotion can be adjusted.
Through the different performances of three students "facing the rain", the text shows that emotions are closely related to personal attitudes. From this activity, the text leads students to conclude that people can adjust their mood by changing their attitude towards life. The story of grandma provided in the "Related Links" column is also a very appropriate story, which fully illustrates the relationship between emotions and personal attitudes.
Eliminate bad emotions
Because teenagers' emotions are changeable and unstable, they need to learn to solve bad emotions. According to the emotional characteristics of teenagers, the textbook tells some specific methods to adjust their emotions. There are many specific ways to solve bad emotions. Because of different situations and individual characteristics, individuals can choose different methods flexibly.
Don't forget to care about others.
This is not only one of the teaching emphases of this course, but also the teaching difficulty of this course. This purpose includes two levels of content. On the first level, personal emotional expression needs to consider the feelings of others. Individuals may have different emotional feelings because of different needs. However, when individuals express their emotions, they should consider the situation and the feelings of others, otherwise they may cause disrespect or even harm to others. On the second level, classmates and friends should know how to share happiness and sadness.
When explaining "Emotion can be adjusted", students can combine their own feelings and experiences, introduce grandma's story from textbooks, or discuss it directly from "Facing the rain" and draw corresponding conclusions.
The purpose of "resolving bad emotions" contains rich teaching contents. In teaching, we mainly grasp two levels: first, the characteristics of teenagers' emotional expression; Second, the specific operation methods of regulating emotions. For the first level of content, students can be guided to explore, experience and feel according to the examples of the World Cup football match introduced in the book, the activities of the quiz in the text and the students' own examples. Similarly, for the second level of content, we can combine the examples of Xiaoming, Xiaojie and Lingling in the textbook, and also guide students to draw relevant methods to adjust their emotions according to their own examples and experiences.
Therefore, teachers should guide students to fully understand the teaching content of this purpose from the perspective of students' own moral requirements and moral cultivation. Generally speaking, when you are happy, you are happy; when you are angry, you are angry. Emotional expression seems to be entirely a personal matter, but everyone lives in a social environment with others, and personal emotional expression will inevitably affect others. Consider other people's feelings when expressing emotions, and know how to share happiness and sadness with relatives and friends. , is a higher realm of personal emotional accomplishment. This content organically combines psychological quality education with moral cultivation. In teaching, we should pay attention to guiding students to truly grasp the connotation of this purpose and organically integrate psychological quality education with moral education.
Box theme
Content analysis of teaching materials
Teaching suggestion
The temptations around you
This box is divided into four layers.
The temptation of the podium
This is the teaching focus of this class, which has two meanings: first, it is normal to understand that middle school students are eager for success and honor and want applause and flowers, which is also an important manifestation of actively demanding progress; Secondly, it should be noted that success can only be achieved through proper channels and efforts, such as reasonable competition and participation in after-school counseling.
On the one hand, it shows that the temptations around students are not all bad temptations, and some temptations can inspire people to forge ahead and improve constantly; On the other hand, it is closely related to students' learning practice, which can promote reasonable competition among students and improve their academic performance.
The lure of money
There are three meanings here. First, it is clear that life and study need money; Second, it must be clear that money must be obtained through legal labor and proper channels; Third, we should know that "extorting property from others by force" is an act prohibited by law.
The temptation of video games
This is the teaching difficulty of this course. For students, on the one hand, it is difficult to treat game consoles dialectically. As an entertainment method with the help of modern information technology, it has certain functions, but the content is unhealthy, and excessive play will have a negative impact. On the other hand, the "degree" in life is difficult to grasp.
Pornographic gambling and the temptation of cults
Although this problem is far from the students of Grade One in Senior High School, these are serious bad behaviors or illegal behaviors explicitly prohibited by law, which do great harm to minors. The textbook starts with the combination of these recent bad temptations and the reality of middle school students' study and daily life. For example, drug temptation begins with smoking, gambling temptation begins with improper entertainment, unhealthy information temptation quotes the word spam, and cult temptation begins with the tragic example of minors being poisoned by cults, which makes students more aware of the harm of bad temptation.
"The temptation of drugs" is a key point in teaching. Let the students know that smokers are the reserve army of drug addicts, and smokers are easy to get addicted to drugs.
At the end of this box, the fable of "donkey and bat" is quoted to remind middle school students to learn to distinguish temptations and consciously resist bad temptations.
In teaching, we must first make it clear that students' desire for success and honor is a normal psychological need, and success and honor require efforts.
Secondly, we can use activities such as experience introduction and viewpoint debate to help students learn to look at problems dialectically.
Through role-playing, talking about experience and other activities, it is clear that some temptations will also bring certain harm if the methods adopted are inappropriate, inappropriate or beyond the necessary limits.
By analyzing the advantages and disadvantages in various ways, objectively affirming the role of the network and pointing out the harm, students are easy to accept.
Help students to make clear their views in activities by choosing phenomena and examples close to students' reality and the harm caused by these bad temptations.
Learn to reject bad temptations
There are two activities in this box.
Illustrate the harm of bad temptation to people through legends and stories, so it must be overcome; Rely on courage and some effective methods to overcome bad temptations.
This is the focus of this lesson. The key is to help students build up confidence and overcome the bad temptations in their study and life.
Through situational activities, introduce the common phenomenon of being tempted among middle school students; Let students learn how to overcome temptation by asking questions and giving ideas in activities. And in the form of "information card", it provides students with several other ways to overcome temptation.
This is the teaching difficulty of this course. It is difficult for teachers to summarize more targeted ways to overcome temptation in combination with the actual situation of classes and schools, and it is also difficult to achieve practical teaching and educational effects on this issue.
These methods are commonly used to overcome bad temptations, but the key is to teach students to choose the method that is more suitable for them according to their own reality. Therefore, students can be encouraged to use these methods in practice by creating scenarios, role-playing, etc., and regular exchange activities about using these methods can be organized to truly realize the value of letting students learn this part of knowledge.
The first volume of the seventh grade experimental textbook "Ideology and Morality" is compiled according to the needs of students' life and growth. Grade 7 students are teenagers aged 12 ~ 14. In their life development, it is also the period from childhood to adolescence, which is a new starting point for their growth. Three years of junior high school is a period of shaping students' personality and character, which is of great significance to a person's life. Therefore, at the beginning of junior high school, students should be guided to "cherish junior high school life", which is the educational theme of this book.
This book focuses on the implementation of the "growing me" part of the curriculum standards, on the students' own growth, on caring for the students' growth, and guides students to care about their own life, their studies, their growth, their feelings, their safety and health and live a dignified life on the premise of caring for life. Caring, self-esteem and self-improvement are the core concepts of this book.
We believe that the education and teaching of ideological and moral course is a special part of students' educational life. On the one hand, it should guide students' other educational life, on the other hand, it should also guide students' daily life.
Under the educational theme of "cherishing junior high school life", this book takes care, self-esteem and self-improvement as the core concepts, and according to the characteristics of students' daily life and educational life in this period and the needs of students' growth, starting from the original intention of guiding students' life and according to the relevant requirements in the curriculum standards, it designs four relatively independent units: smiling to meet new life, knowing new self, interesting life and healthy and safe life.
Unit 1 Smile and welcome a new life
In students' educational life, the first half of the seventh grade is the beginning of students entering junior high school from primary school, and the educational life of junior high school is very different from that of primary school.
As far as student groups are concerned, for rural students, entering junior high school means starting to get out of the village, reaching out to peers in a wider range and spending junior high school education together; For urban students, it also means the reunion of the same age group.
In terms of learning content, junior high school learning is more difficult, the scope is expanded, and the subject categories are increased. More suitable methods and strategies are needed to arrange learning time more reasonably.
These problems are the problems that students face immediately after entering junior high school life. According to the objective requirements and relevant regulations in the content standard of "Know yourself", "Enhance the ability to resist difficulties and setbacks, adapt to the environment, and form an optimistic mental state" in Growing Me, we designed the first unit to guide "greet the new life with a smile", live and grow happily in this new environment and group, and integrate into the new environment with a positive attitude. Being the master of a new life is the core design intention of this unit.
This unit has designed two classes to achieve the above goals.
Lesson 65438 +0 "New Starting Point" first guides students to face a "strange" campus environment and humanistic environment with a positive attitude.
The second lesson "Grasping the new rhythm of learning" specially sets up a lesson about "learning" to guide students to master the new characteristics and methods of junior high school learning and cherish the learning opportunities and life in junior high school.
Unit 2 Understanding the New Self
Judging from the growth characteristics of students, students in this period began to enter adolescence, resulting in the concept of "I am a junior high school student" and "I have grown up" and began to get in close contact with youth. The enthusiasm and vitality of youth, coupled with the impulse of youth, strike the hearts of teenagers, which easily leads to some wrong understanding of themselves and produces psychology such as "rebellion" and "conformity" that hinders the healthy development of students' personality. Similarly, students in this period are not satisfied with simple answers and like to think about life and meaning by themselves.
In view of these characteristics of students' growth, according to the target requirements and related regulations in the content standards of "Knowing yourself", "Being able to know yourself constantly, accepting physiological changes and understanding adolescent psychology" and "Objectively evaluating yourself, cultivating sound personality and good personality quality" in Growing Me, we designed the "Knowing the new self" unit, which first guided students to know themselves from the perspective of knowing life, and then, from the perspective of knowing youth.
This unit has designed three classes to achieve the above goals.
The third lesson "Cherish Life" guides students to cherish life, to think about life from the perspective of understanding life, to understand the uniqueness of human life from the broad platform of the relationship between natural life and human life, and then to understand the meaning and value of their own lives, to cherish their own lives in the sense of cherishing their lives and to enhance their meaning and value.
The fourth lesson "Happy Youth Beat" aims at the development fact that students are in adolescence, guiding students to know adolescence and youth, positioning themselves in the background of "youth", and guiding students to know the "I" of adolescence on the basis of understanding the meaning of youth, so as to live a cheerful, energetic and energetic life.
Lesson 5 "New Expectation for Self" Based on the first two lessons, this lesson guides students to know themselves correctly and objectively, and guides students to look at themselves with a developmental perspective, realizing that they are always new and can change and develop. Under this premise, we should take "idolatry" which is common among modern students as the starting point to guide students to form positive new self-expectations, take the initiative to grasp themselves and develop themselves.
Unit 3 lead an interesting life
Youth is a period of vigor and vitality, and it is also a period of sensitivity and agitation. Students who have just entered adolescence are often troubled by mood swings. Youth is colorful, curious and impulsive. Students who stand on the threshold of youth have strong imitation ability, but their cognitive ability and self-control ability to distinguish between good and bad need to be improved, and they are easy to get into bad habits and leave a healthy and elegant life.
In view of these characteristics of young students, according to the goal of "forming self-regulation and self-control, being able to control one's emotions rationally" and the goal of "learning to control one's emotions", we designed the part of "Growing Me" in the content standard of this unit ... forming an optimistic mental state, and the related requirements of "cultivating sentiment and forming a good attitude towards life" in the content standard. At the same time, guide students to learn to identify vulgar and elegant life interests, actively pursue elegant life, learn to taste life, cultivate noble sentiments, and learn to live an interesting life.
This unit has designed two classes to achieve the above goals.
Lesson 6 "Being the Master of Emotion" Keeping a cheerful and peaceful mind is the basis of living an interesting life. On the basis of guiding students to understand the diversity of emotions, this lesson guides students to control their emotions and make their lives full of happiness, thus laying the foundation for living an interesting life and cultivating noble sentiments.
Lesson 7 "Taste Life" Life is rich and colorful, but only those who have elegant taste in life will appreciate the rich fun of life. On the basis of guiding students to distinguish between elegant and vulgar life tastes, this lesson guides students to consciously pursue elegant life, so that their daily life is full of interest and taste the fun of life from time to time.
Unit 4 Healthy and Safe Life
Teenagers, out of small communities (villages), began to pay attention to a wider range of social life and began to contact all aspects of social life under the impetus of the mentality of "I grew up". Social life is varied, including some unhealthy hidden dangers, which may even endanger students' physical and mental development, such as pornography, gambling, drugs and cults. All these will have a bad influence on students with strong curiosity, weak discrimination and poor self-control, and even lead them astray.
In view of the reality of this social life, we designed a "healthy life" according to the goal of "self-esteem and self-improvement" in the content standard of "Growing Me" in the curriculum standard and the corresponding provisions of "learning the special protection of the law for minors, learning to use the law to protect themselves" and "developing self-prevention consciousness" in the content standard. At the same time, starting from the complexity of social real life, guide students to understand their legitimate rights and interests, keep a high degree of vigilance against possible violations in students' lives, and master certain self-protection strategies. In short, from the perspective of improving students' ability to distinguish and protect themselves in complex social situations, we can guide students to live healthily and safely.
This unit has designed two classes to achieve the above goals.
The eighth lesson "Learn to refuse" starts with all kinds of temptations that students face in their lives, guiding students to identify bad temptations, and then learning to refuse bad temptations and live a healthy and upward life.
Lesson 9 "Self-protection" Social life is complicated, and students may encounter all kinds of violations in their lives. This course starts with the most common violations of students' right to study and health, and guides students to develop awareness of protecting their legitimate rights and interests, understand effective measures to protect themselves, improve their self-protection ability and live a safe and dignified life.