Ideological and moral life of schools Teaching Methods
papers Posted: 2011-04-22 Paper Source: www.teachpaper.com papers published by: Teaching Teaching Papers Papers Hits: time middle school teaching Methods of moral life Summary: the moral formation of students from their life experience, knowledge and insights that only comes from real life education to lead students to inner moral sentiments , moral experience and moral awareness. This requires that teachers in teaching students to give full attention to real life,
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Keywords: Moral
way of life and moral formation of students from their life experience, knowledge and insights that only comes from real life education to lead students to inner moral sentiments , moral experience and moral awareness. problems, help students understand and master the requirements and norms of social life, improve social adaptability. unity of knowledge.
A lesson in life, teaching content to life
Teachers should combine teaching content and students in real life, selected students are familiar with the life universal significance and typical cases, and its creation, processing, into the classroom, lesson planning to do in life. So close to the students through the creation of real life situations, to move into the classroom of life, with the life of the reproduction of the teaching content so that students are infected in the emotional, the emotional resonance, so that students unwittingly into the state to feel, to experience to explore, and thus achieve self-awareness, self-awareness, self-education of internalization effect. For example, in teaching response time. I carefully analyze students write stories, and a representative selection of a story into new courses, ask the question In such cases is how you do it? . As the story from the students in real life, so the students are very friendly, the emotional resonance to a lively classroom atmosphere. Students generally like to reflect on the ideological and moral lessons, because the moral lesson to solve their practical difficulties.
Second, the creation of scenarios, making the
classroom people's lives.
through the creation of life situations and life of the learning space, virtual reality environment, the students placed in a familiar environment to carry out teaching activities, without the high platform, there is no planting style seating, classroom instruction to students in the past imposed various restrictions have been released, but also for students to provide a more relaxed atmosphere.
For example, in the Students under the guidance of parents to develop a family weekend activities program, and then by the parents of the students played the role of co-ordination arrange family activities. Enable students to experience practical activities for the family as parents and arduous, so that students feel the parents should be given to experience love in return, deserves our honor. In the classroom to a student familiar with the song Then, I designed To experience life as a carrier for instructional design, so that the classroom is full of life fun for students to experience life in the process, the knowledge structure in the original acquisition of new knowledge,
mbt cipő, increased perception of life.
Again, in teaching Then the emergence of a group can be seen everywhere in daily life of flowers and trees damaged scene, when they groaning, helpless to tell a true show in front of students, the students are shocked and touched, with practical action to protect nature,
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in the life of the classroom, the teacher-student interaction is more real, more harmonious,
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Third, optimize operations arranged so that after school to explore the life
classroom after school to explore the life of the extension and expansion, is to guide students from the classroom back to life with real life knowledge to guide the intermediary and bridges, is to allow students living proof of knowledge, deepen understanding of effective means. Therefore, we should take advantage of good teaching in after school to explore this part, to encourage students to actively participate in social practice, so classroom once again return to life, to enable students to identify problems in life, to guide their use of knowledge to solve problems.
as in teaching law to protect the humanity of their homes after-school, I arranged the students to develop extra-curricular activities: to investigate the life of your village or district which health corner? Look for the existence of the problem? Think about ways to solve the problem? And design implementation. Then, organize students to classroom communication, from which I have found students to design a number of options: a full use of street billboards for environmental advocacy, working together to write a written proposal of environmental protection, chemical plant manager has written a letter in sincerely that the harm ... ... through participation in social life, not only to deepen awareness of the students, but also train students to identify problems, analyze problems where problem-solving abilities.
such as teaching ninth grade in the third lesson, I in order to After the investigation to share talk about experience, writing the investigation report. Experience through activities such as surveys, expand the student's learning space, enhance the textbook knowledge and social life in close contact, inspired students to love home, love the motherland and the emotional.
life practice closer together, in the context of social life, in self-awareness, self-denial and self-transcendence in the experience, insights, and growth.
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