How to strengthen the primary school students 'moral construction

Answer 1

Primary school students belonged to the primary education stage, while the middle class belonged to the pre-school education stage. There were differences in the age and physical and mental development characteristics of the two education targets. Here, the answer was based on the teaching plan to strengthen the moral construction of primary school students.

** 1. Teaching objectives **
1. Knowledge and Skill Target
- To let the students understand the basic meaning of moral construction, such as the concept of loving the country, loving the collective, and abiding by social morality.
- Cultivate the students 'ability to distinguish right from wrong, and be able to judge right from wrong in specific cases.
2. process, method, goal
- Through case studies and group discussions, the students 'independent thinking and cooperative communication skills were improved.
- To guide students to practice good moral behavior in their daily lives, such as starting from self-discipline and gradually developing good habits.
3. Emotions, attitudes, values, goals
- To stimulate the students 'love for the motherland and the collective, and to enhance the collective sense of honor.
- Cultivate students to respect others, be willing to help others, be diligent and thrifty, and reduce self-centered thoughts.

** 2. Important and Difficult Points in Teaching **
1. ** Main point **
- To make students understand the importance of moral construction in personal growth and social development.
- Grasp some basic principles of moral behavior, such as abiding by school rules, social ethics, etc.
2. ** Difficulty **
- How to guide students to transform their thoughts and moral understanding into practical actions and overcome their self-centered thinking tendency.
- In the process of teaching, how to make the moral education to avoid dullness and improve effectiveness.

** 3. Teaching Method **
1. case analysis
- He selected some cases of ideology and morality that were closely related to the lives of primary school students, such as civilized and uncivilized behavior in the campus, good people and good deeds in society, etc. Through the analysis of these cases, the students were guided to think about the moral issues involved.
2. group discussion
- Students were organized to have group discussions on some controversial moral topics, such as the conflict between individual interests and collective interests in group activities. Each group would express their own views, and then the whole class would communicate with each other to cultivate the students 'cooperative learning ability and independent thinking ability.
3. situational teaching method
- Create some simulated situations, such as what to do when you meet an old man on the bus, how to help when you find that your classmates are in trouble, etc., so that students can make moral choices in the situation and improve their ability to cope in real life.

** 4. Teaching process **
1. Introduction (5 minutes)
- By playing an infectious video, the content could be about patriotic deeds, touching moments in group activities, or scenes that reflected social morality, such as volunteers helping others. After the video was played, the students were asked how they felt after watching it, which led to the theme of this lesson--
2. Knowledge explanation (10 minutes)
- It briefly explained the concept of moral construction, including the love of the country, the love of the collective, the compliance with social ethics, respect for others, diligence and thrift. It could be explained with pictures or short stories, such as stories about the thrift of ancient celebrities, so that students could understand the meaning of these moral qualities.
- It emphasized the importance of moral construction in personal growth. For example, good moral character helps to establish good interpersonal relationships and has a positive impact on future studies and work.
3. Case Study (15 minutes)
- Show a few typical cases, such as:
- Case 1: Xiao Ming often took the initiative to help his classmates solve their learning problems in school and actively participated in the cleaning work of the class. However, Xiao Hong thought that these things had nothing to do with her and only cared about her academic performance.
- Case 2: In a tree planting activity organized by the school, some students were not afraid of hard work and completed the task seriously, while some students were lazy and unwilling to work hard.
- For each case, the students were organized to have a group discussion. The questions discussed could include: Which actions of the characters in the case were correct and which were wrong? If you were one of them, what would you do? Each group would send a representative to speak, and the teacher would summarize and comment, guiding the students to recognize the correct way of thinking and moral behavior.
4. Scene simulation (15 minutes)
- Setting up some scenarios, such as:
- [Situation 1: In the library, you find your classmates making a lot of noise and disturbing others. What will you do?]
- [Situation 2: The class is going to organize a charity event. Will you donate your pocket money?] If your parents don't agree, how are you going to convince them?
- The students were divided into groups to perform in a situation simulation. After each group performed, the other groups could evaluate the strengths and weaknesses of the performance, as well as the correct moral choices that should be made in the situation.
5. Summing Up (5 minutes)
- The teacher summarized the content of this lesson and reviewed the importance of moral construction, its basic content, and its concrete embodiment in daily life.
- It emphasized that students should actively practice good moral behavior in their daily lives, starting from themselves and starting from small things, such as respecting teachers, uniting classmates, caring for the environment, etc.
6. After-school homework (assign some practical homework related to moral construction, such as writing a short essay about "moral stories around me", or do a good deed to help others and record your feelings, etc.)

** 5. Teaching Evaluation **
1. Class performance evaluation
- Observe the students 'participation in the class, including their enthusiasm in answering questions, their performance in group discussions, and their participation in the situation simulation.
2. homework evaluation
- Carefully mark the students 'homework after class. From the content of the homework, understand the students' understanding of the construction of ideology and morality, as well as their gains and experiences in practice.
3. behavior observation and evaluation
- In their daily life after class, observe whether the students have transformed the moral knowledge they have learned in class into practical actions, such as whether they abide by school rules and discipline more, whether they care more about others, etc.
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