1. Nature and characteristics of the course:
“This course is a comprehensive required course that lays the foundation for the healthy ideological and moral development of junior middle school students.”
Characteristics: Ideological, humanistic, practical and comprehensive
1. Ideological
Guided by Marxism-Leninism, Mao Zedong Thought, Deng Xiaoping Theory and the important thought of "Three Represents", closely connected with society Practical life and students' thoughts, help students gradually form good psychological and moral qualities, develop law-abiding and civilized and polite behavioral habits, enhance patriotism and collectivism thoughts and emotions, and gradually establish the Communist Party of China's socialism with Chinese characteristics Ideals lay the foundation for students to form a correct world outlook, outlook on life and values.
Ideology is the fundamental nature of the ideological and moral course and the soul of this course. It determines the direction of the course and stipulates the basic characteristics of the course.
2. Humanity
Focus on cultivating students with the excellent culture and national spirit of the Chinese nation, paying attention to students' growth needs and life experience, respecting the rules of students' learning and development, and constantly enriching students' Thoughts and emotions, guide students to establish a positive and enterprising attitude towards life, cultivate strong will and the spirit of unity and cooperation, and promote the healthy development of students' personality.
Basic concept of the course:
The gradually expanding life of junior high school students is the basis for the construction of this curriculum----conditional concept (the basis for the goal concept)
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Helping students learn to be responsible citizens and live meaningful lives is the pursuit of this course----Goal Concept (Core)
Adhere to the guidance of correct values Integrating with inspiring students to think independently and actively practice is the basic principle followed by this course----method concept (the key to achieving the goal concept)
The three concepts of the ideological and moral course are one and the same. A complete system of dependence and mutual support is indispensable.
3． Practicality
Focus on the connection with students’ life experience and social practice, and expand knowledge and skills, improve knowledge structure, enhance life experience, and promote correct ideas and good morals through students’ independent participation in rich and diverse activities The formation and development of quality.
Practicality is the inherent stipulation of ideological and moral courses.
4． Comprehensive
Starting from the reality of students adapting to social life and the formation and development of ideological and moral character, taking the growing self, my relationship with others, my relationship with the collective, the country and society as the basis. main line. Organically integrate learning content in mental health, ethics, law and national conditions
2. Feedback and review opinions on new textbooks
(1) Review opinions on teaching materials:
The first and second volumes of this textbook are based on the guiding ideology, educational concepts, structural arrangements and writing ideas set in the project establishment report, and accurately and appropriately reflect the spirit of the curriculum standards and education reform, psychology, ethics, The content of legal principles is integrated in a natural and reasonable manner, and the questions are in line with the life situations and psychological development process of first-year junior high school students. The examples and materials selected are closely related to the students' reality, and the students' ideological realm is enhanced through selected famous sayings and aphorisms. The activities and practices are arranged properly and orderly, making them easy to operate and facilitate the natural acquisition of morality.
(2) Feedback on the new textbooks
1. The new textbooks are welcomed by students and teachers. 2. The new textbooks are difficult to teach, have high requirements on teachers, and are difficult to evaluate.
3. Analysis of the design ideas, writing style and characteristics of the new textbooks
(1) Design ideas
1. Construction of the teaching material system
< p>In accordance with the requirements of the thinking curriculum reform and the "Curriculum Standards", we emphasize the integration of teaching content and the integration of teaching content with life topics.Logical framework of curriculum standards
There are three dimensions in organizing teaching material content:
The first is the subject dimension, including mental health, morality, law, national conditions, etc.
The second is the dimension of curriculum objectives, including emotions, attitudes, values, abilities, knowledge, etc.
The third is the dimension of student life, which is gradually expanded with the logic of "the growing me", "me and others" and "me and the collective, the country and society".
The structure of the teaching materials: taking the life logic of students' growth as the main content, and using relevant subject knowledge as the background and support
The basic point is: based on the current problems existing in the growth process of students , focusing on the value orientation (core concepts) of students' future development and lifelong commitment, and organizing the logical system and content structure of the teaching materials by grade.
The basic value goals of ideological education in junior high schools: respect, care, and responsibility
According to the requirements of educating people: learn to be a person, learn to do things, learn to cooperate, and learn to learn.
Educational themes and ability development focus of each grade
Seventh grade: core concepts: care and self-esteem.
The educational theme is: cherish junior high school life and be the master of life.
Eighth grade: The core concepts are: respect and care.
The theme of education is: learn to communicate and cooperate, safeguard rights, and fulfill obligations.
Ninth grade: The core concept is: responsibility.
The educational theme is: assume social responsibility and welcome a hopeful tomorrow.
The focus of ability training at each grade
First grade of junior high school: ability to adapt to (new environment), adjust (emotional) and live (self-reliance and self-improvement).
The second grade of junior high school: students’ communication skills and rights protection skills.
Third grade: students’ social participation and choice abilities.
(2) Writing style and intention
1. Relevant content appears in the form of units and is written at the level of lessons, boxes, items, etc.
Unit title----large learning topic calibrated according to the course
Divide the teaching materials into different units and clarify the relative independence of each part. , to facilitate teachers and students to accurately grasp the themes of each unit. Generally speaking, each unit has different content that is organized around a theme. The theme is the soul and commander of a unit.
2. At the beginning of the unit, arrange "theme inquiry activities"
Theme inquiry----Learn the activities and assignments of this unit
Theme That is the main purpose of this unit, and inquiry is the activity surrounding the theme. Generally speaking, theme exploration is divided into three levels: one is to highlight questions, the other is to arrange activities, and the third is to summarize. In a certain sense, thematic inquiry is not only a general reminder of the content of this unit, but also a new way to stimulate students' interest in learning.
Topic----------------Title of this lesson
3. Introduction to this lesson----Guide students to learn the lesson Getting Started
Under the topic is the introduction, without the title "Introduction". P3
The introduction is concise, mostly introduced by wonderful examples, lively and inspiring. The introductions to each lesson in the book are arranged in a continuous manner, which can clearly reflect the logical structure of the book.
The functions of the introduction: first, to attract students through interesting introduction; second, to connect the past and the future, reflect the logical relationship between lessons, and reveal the basic content of the lesson.
4. Text design----the activities, knowledge, and expectations of this box
List the box questions directly after the introduction --------The content of this lesson. Then, enter the text. According to the curriculum standards and specific educational goals, comprehensive content suitable for students' learning, participation, activities, experience, internalization and practical application is carefully arranged. The introduction is lively, interesting and attractive. It is generally based on interesting and identifiable examples to provide students with real situations and space to participate in teaching. Then guide students' activities according to the goals of this box. It can be analyzed, discussed, acted out, chosen, and forms can be filled in... According to the goals and students' actual conditions, corresponding resources (pictures, resource links, information, etc.) are provided according to the needs of conflicting thinking. After this, the corresponding conclusions are presented. For some paradoxes or open-ended content, you may not make a conclusion, but only analyze the pros and cons. For example, a girl asks for directions in a strange city. At this time, a young man wants to take her off on a motorcycle. She gets on the car without hesitation... What is the result? The textbook does not have a conclusion. Let the students imagine and explain the reasons, and then Further deepening and application of the conclusions. Learning resources and student activities can be arranged on a rolling basis as needed.
Two fonts are used for the text content:
(1) Song Dynasty, used to express and analyze basic facts, general concepts, opinions and conclusions.
(2) Regular script is used to provide resources needed for teaching activities, such as introducing relevant examples and materials, etc. The materials used are novel, typical, interesting, speculative, similar in time and space, and psychologically compatible with students. .
The content of Song-style characters is the conclusion and correct guide of teaching. Students are required to understand, believe and use it, and the written expressions are accurate and standardized. The content in regular script helps students understand and master the teaching content, or provides activity design, guidance and materials for student activities to enhance the readability of the teaching materials. The activities focus on the teaching content, are highly interesting, and the text is lively. The combination of Song style and regular script is complex but not chaotic, and the forms are scattered and the spirit is concentrated, complementing each other.
5. Auxiliary columns
The teaching of ideological and moral courses has strong speculative characteristics, and improving teaching effectiveness must be closely linked to the actual situation of students. It is necessary to draw on previous teaching experience and teaching tact to expand, deepen, and transfer the knowledge learned, and connect the hot spots, excitement points, and blind spots in students' thoughts. To this end, small columns are set up at corresponding locations in the main text. Such as: related links, information cards: introducing typical, refined and interesting materials and brief legal terms.
Famous quotes: List appropriate famous sayings, aphorisms and quotations to strengthen students' understanding of the teaching materials, paying special attention to the use of traditional Chinese virtue maxims.
6. Illustrations
The purpose is to increase the visibility and critical thinking of the teaching materials, and to achieve both pictures and text. The illustrations closely follow the content of the textbook, have clear intentions, strive to be novel in conception, have beautiful pictures, are highly ideological, and can vividly reflect the content of the text. The specific arrangement of the diagrams depends on the teaching design.
7. About the length
Arrange it yourself according to the actual situation of the students.
(3) Characteristic analysis
1. Activity-based participation
Every viewpoint in the new textbook is introduced and formed with the help of activities, rich and colorful activities It not only makes the text vivid, readable and operable; it also enables students to naturally participate in teaching, greatly stimulating students' enthusiasm and enthusiasm for learning, making the process of activities the process of learning.
Example: P14--15 Understand your own learning style
There is such an activity in the box of "I am always new and new every day": "Look back on your own experience and find Come up with a few things that will help you grow and leave a deep impression on you. Compare your own experiences and summarize your own shortcomings." P47
Self-esteem is the key to success. In this frame of questions that everyone needs, an activity is designed that requires students to "write the following sentences completely to experience their respect and love for themselves." It said:
"I am not beautiful, but I like myself very much, because I am very smart, I am very diligent, I am very...
"My academic performance is not very good, But I have found the reason, I will catch up, I will...
"There is a reason why the teacher doesn't like me..."
2. Introduction of contextualization< /p>
The new textbooks use pictures, stories, psychological tests and other methods to create learning situations, expand learning content, provide a platform for students to think, and organically combine knowledge learning, ability development and emotional experience.
Example: Two pictures of P24
3. Life-oriented experience
The design of the new textbooks is based on the students’ ever-expanding lives, focusing on Starting from students’ existing life experiences, solving the life problems faced by students, focusing on summarizing and improving from students’ life experiences
Example: P34--35 Youth comes quietly
P91 Various violations< /p>
4. Thinking insights
The new textbooks present the thinking process in various ways such as asking questions, discussing and arguing, etc., which is conducive to the cultivation of thinking ability, and in the thinking process It focuses on rising to a rational level, forming concepts, opinions, and conclusions, and encouraging students' perceptions and thinking.
Example: P48 Correct shortcomings P49 Dante’s famous sayings
5. Improvement of comprehensiveness
The new textbooks focus on the synthesis of related disciplines. There are two types of synthesis. One is macroscopic, which means that in one textbook, there are both psychological and moral contents as well as legal contents. The first is microscopic, which refers to exploring the same thing and issue from the perspectives of psychology, morality, law, national conditions, etc. in a text.
Example: P65 An incident during the World Cup
P84 The harm of electronic games P18 Enjoy learning
6. Humanized parenting
< p>The teaching materials are presented in a positive, happy, friendly, and humane beauty way, not moral preaching; attention is paid to highlighting the dominant position of emotional attitudes and values, and combined with the constructed content, efforts are made to guide and educate students to cherish life, care for others, study diligently, and carry forward traditions Virtue etc.P28 Maybe P41 The meaning of youth
7. Personalized generation
The content of the teaching materials should be expressed with appropriate blanks to reflect the openness of the teaching materials. Conducive to the generation of learning content. On the one hand, it provides students with space for free imagination, thinking and creation, so that students can form personalized "textbooks" through their own construction; on the other hand, it leaves necessary space for teachers' teaching innovation and display of educational wisdom. , which is helpful for teachers to make full use of teaching materials.
Example: P14--15 Understand your own learning style
8. Practical application
Through theme inquiry and other activities, highlight research-based learning, Cooperative learning mobilizes students to actively participate in teaching activities, internalize and comprehend knowledge through practical activities; guide students to apply what they have learned, use the knowledge they have learned to solve problems in practical activities, and practice morality and law.
Example theme exploration activity
P87 How can vampire bats not be fooled?
Characteristics compared with original textbooks