First, pay attention to students' learning and choose the most needed resources.
The demand of students is the principle that we should follow when choosing teaching resources. What resources do students need, or what resources are most suitable for them?
? Are you interested in
We all know that "interest is the best teacher". Both children and adults will be attracted by interesting content and pay more attention to it. Especially for primary school students, interesting teaching resources make it easier for them to actively participate in learning activities.
For example, in the lesson "This is Beijing", the teacher made an interesting map of Beijing to help students better remember the districts and counties of 16, and guided students to remember the districts and counties with special things. The teacher also wrote a nursery rhyme for the administrative district, with an image map, so that students can observe and explore the hidden secrets in the nursery rhyme. In the lesson "Raising Our Mother River", teachers used pottery made by Banpo people to arouse students' curiosity. In the process of dispelling doubts, they not only felt the wisdom of our ancestors, but also further realized the relationship between early civilization and river basins. In the lesson "All Hutongs in Beijing", the teacher plays the recording to let the students listen to the Beijing dialect and rhyming shouts in the old Beijing Hutong. These resources immediately aroused students' enthusiasm for imitation and shouting, and also attracted students' speculation about the old game pictures in Hutong.
Another teacher is giving a lecture on "Beautiful and Rich South China". When guiding students to feel the silk weaving technology of Suzhou and Hangzhou, an unearthed plain yarn cicada dress leads to new teaching resources, and organizes students to guess "why is the cicada dress imitated by scientists heavier than the unearthed plain yarn cicada dress?" This question immediately aroused the students' interest. Through discussion, we further felt the exquisite ancient silk weaving technology and the long history of China silk weaving technology.
We believe that these interesting teaching resources can not only attract students' attention, but also keep students' lasting enthusiasm for learning. Such resources are the most useful resources.
Step 2 be confused
In our moral and social teaching, a lot of knowledge is difficult for students to understand. When students are confused about what they have learned, we should provide them with the most useful resources to help them solve their problems.
For example, in the class of "Raising Our Mother River", the teacher first asked the students to observe and found that the original residents of Banpo and Hemudu had different housing structures. Teachers use this difference to cause problems: the indigenous residents of Banpo and Hemudu can build houses, but why is there such a big difference? Then the students found the answer to the question by comparing the climate of the two places and realized the relationship between the emergence of civilization and the environment.
Therefore, we say that the most useful resources should also be the resources to help students when they are in doubt and confusion.
3. Blank
Social life is very extensive, children are still young, vision is narrow, social experience is weak, and many learning contents are blank spots that students have not experienced. At this time, teachers need to fully explore effective resources and choose the most useful resources to supplement teaching in time.
For example, when a teacher talks about "Chinese time-honored brand", in order to let students experience the exquisite craftsmanship and continuous innovation of the time-honored brand, the teacher shows the students the real thing, which is a real scene. These objects attract students' attention very much, so that they can get corresponding emotional experience in concrete observation.
For example, a teacher is teaching "ancient Chinese characters" so that students can feel the magic and profoundness of Chinese characters through personal experience. A group of characters "Ma" in different fonts such as inscriptions on bronze, seal script and official script were made, and then students were organized to write this character, which made them feel that ancient Chinese characters were complicated and difficult to write. Then, it is the word "horse", let the students begin to put the order. Just the analysis and writing of the word "Ma" makes students realize the development process of Chinese characters and feel the uniqueness and interest of Chinese characters.
Therefore, we say that the most useful resources should make up for students' lack of experience and knowledge.
4. What must I know?
In our moral and social teaching, there are many problems in value judgment and moral cognition, which are not easily perceived by students. Teachers need to provide the most useful resources to build a cognitive foundation for students.
In the teaching of "Talking about Etiquette by Phone", the teacher showed a picture to analyze the problems existing in the students' phone calls, which triggered a heated discussion on "How to talk about etiquette by phone". Through the discussion and explanation of this problem, students can finally realize the important role of etiquette in using situational simulation to make a phone call, so that students can know to respect others when making a phone call.
5. Play a major role.
The most useful resources should be conducive to giving full play to students' main role, helping students to participate in learning activities independently, improving their abilities and subliming their emotions in activities.
For example, a teacher chose such a set of materials in the teaching of Looking Forward to Cross-Strait Reunification: First, the teacher introduced the separation state and historical reasons between Taiwan Province Province and the mainland, and showed some Taiwan independence elements' local Taiwan independence remarks and their erroneous influence on the younger generation in Taiwan Province Province. After introducing the background, the teacher provided the students with a map, the method of measuring the distance between Taiwan Province Province and the mainland, the data of crustal movement, the historical events and tables of the relationship between Taiwan Province Province and the mainland, and the cultural customs of Taiwan Province Province. Students are required to prove that Taiwan Province Province has been the territory of China since ancient times by observing, discussing, analyzing and processing this information, so as to refute the remarks of Taiwan independence elements. In the teaching of this class, the teacher selected the above-mentioned useful resources according to the learning content and students' learning needs, which effectively inspired students to observe, think, explore and find powerful evidence and convincing methods independently. It can be said that the most useful resources should also be conducive to giving play to students' main role and promoting students' personality development.
Second, pay attention to students' life and choose resources with relevant experiences.
The choice of resources also requires us to pay attention to real life and student life, and guide students to think and find problems with the educational resources in life and the present continuous tense.
While learning knowledge, students are constantly feeding back their life experiences learned from different times and places. Morality and Society, as a comprehensive course, needs more dialogue and communication, otherwise it will become a purely didactic subject with disastrous consequences. Therefore, teachers should build a communication platform for students in teaching, so that students can make full use of their precious teaching resources.
In the teaching of Snowy Northland, when students are asked to explore the characteristics of people's clothing, food, shelter and transportation in the cold winter climate in Northeast China, the teacher selects the following resources for the students: a travel book of netizens in Northeast China, to understand the local cold and clothing characteristics from their real experiences. A northeast cookbook, from the characteristics of stew and meat, it can be analyzed that this is a dietary characteristic formed in cold climate. From a set of photos, double-glazed doors, fire resistance and firewall can reflect that the characteristics of this residential building were formed in the cold climate there. These living resources make students feel both real and convincing.
Teachers can also develop and choose the life resources that students have experienced, such as students in the Northeast and students who have been to the Northeast, so that they can introduce the climate characteristics and people's lives in the Northeast, which is more real and vivid, and it is easier for students to have a sense of identity.
We should let students get real education in real life, transfer their life experience with the resources in life, and make knowledge learning become meaningful learning in life.
For example, in the teaching of Magical Chinese Medicine, let students have a certain understanding of common Chinese herbal medicines and basic Chinese medicine treatment methods. Therefore, according to their own experience, they can name Chinese herbal medicines such as hawthorn, dried tangerine peel, ginseng, honeysuckle and their curative effects, and they can also name treatments such as acupuncture, massage and scrapping. Some students can also introduce the efficacy of traditional Chinese medicine in combination with their own and their family's experience in seeing traditional Chinese medicine. Students born in a medical family are rich in health care knowledge, and they can also introduce simple and easy health care methods to everyone ... Only on the basis of basic resources can teachers skillfully explore and select students' existing relevant experiences, and guide, guide and enhance them, can they enhance their feelings and deepen their understanding.
Life is a major feature of our moral and social courses. This course focuses on students' life value. Students' moral and social development stems from their understanding, experience and perception of life, and students' life is of great value to the construction of this course. Therefore, the most useful curriculum resources must be close to students' lives, reflect students' needs, and improve students' lives through our teaching.
In other words, when choosing curriculum resources, we should think from the perspective of students and pay attention to their life reality and age characteristics. We should be able to help and guide students to correctly understand and solve problems in life and improve their value judgment and ability to adapt to social life.
Third, pay attention to students' social development and choose relevant resources in social life.
Textbooks are explanations of teaching ideas and curriculum standards in a certain environment and in a certain period of time. Although the content of the textbook has been scrutinized and studied many times, there may still be limitations and lag. These "ongoing" teaching resources are more familiar, profound, convincing and inspiring to students, so teachers should adjust curriculum resources in time with the development of society so that students can receive meaningful education in real social life.
In the teaching of "When Disaster Comes" in the fourth grade, a teacher introduced the topic by combining the video of 7.2 1 torrential rain that suddenly happened in Beijing last summer vacation, and organized students to exchange ideas on how to escape and save themselves when the flood came. Because it is a resource around students, it is more authentic and reliable, and it can convey students' existing experience, and students communicate very enthusiastically. It not only improves students' common sense of disasters, but also strengthens students' awareness of self-care and self-help.
We should let students get real education in real life, transfer their life experience with the resources in life, and make knowledge learning become meaningful learning in life.
Another teacher in the "From Beacon to Internet" teaching, with the video of Shenzhou 10 as the leading factor, connected with social reality and attracted students' attention. The location of Beijing, the command center, and Jiuquan, the launch center, and the information transmission between them lead to the concept of communication, and further guide students to think about how information was transmitted in ancient times without modern communication facilities. This naturally leads to the learning theme of this lesson-the way and characteristics of ancient communication.
For example, "Defender of the Motherland" can supplement the story that the PLA rushed to the forefront and the South China Sea Navy escorted the South China Sea to safeguard sea power before the disaster. In short, we should keep up with the times, reflect the society, and gradually guide students to pay attention to society and explore and think about social problems.
Fourth, pay attention to students' inner experience and choose fresh resources that reflect students' thoughts and feelings.
Psychological experience is mainly to feel the needs and situations of others; Or extract something worth cherishing from your own experience for aftertaste and filtering; Or the beautiful and sweet feelings arising from dreams and hopes for the future. In the final analysis, psychological experience is to let students experience their responsibilities, obligations and the pursuit of moral life.
When a teacher gave a lecture on "Save when shopping", he organized students to make a record of family consumption for a week. This is also a practical experience, a social life experience. In the process of recording, the students began to pay attention to the family's various consumption expenditures, and also let them know that the original family's money expenditures came from so many aspects. With such investigation experience and understanding, students will have a personal understanding of reasonable consumption and savings. In this class, students may have all kinds of thoughts and feelings after recording the consumption of a family for a week. For example, some students think that parents earn more money, and their family expenses are large, so they can't save much money. Don't waste too much money on your own in the future. Some students will find it difficult for parents to earn money. In order to maintain family life, to provide me with food and clothing, to meet my various needs, and they are frugal and so on. This series of thoughts and feelings produced by students is a psychological experience.
Of course, some students may not have too many feelings and ideas in their family's one-week consumption survey, which requires teachers to guide them to get this psychological experience. For example, let students calculate how much their family spent in a week, and then calculate how much they spent in a month or a year, which will touch students even more. They will consider saving consumption from the perspective of family and parents.
For another example, some teachers organize students to simulate walking for the blind and dressing for the disabled with one arm in the "caring for the disabled" class. They have personal experience, have experienced the difficulties of blind people walking and disabled people dressing with one arm, and feel that they need help and understanding from others.
For example, in the lesson of "Speaking Civilization in Public Places", when the teacher organized the students to watch an animated video, there was a scene in which a little boy got on the bus without waiting in line. When discussing this uncivilized behavior, some students said that traffic jams are prone to accidents and affect traffic; Some students say it will cause dissatisfaction among others. At this time, a classmate said, "Think about it. If this boy blocks in front of you, how will you feel and will you be happy?" We can see that this classmate actively used the way of psychological empathy experience, and felt that the jam was an uncivilized behavior that was very annoying and angry.
In fact, in many teaching contents, we can use the method of psychological empathy experience to guide students to replace their roles, and then put themselves in the shoes to feel the situation and needs. For example, how to make students feel the hardships of workers from all walks of life and respect their labor achievements by visiting people who serve the community, being civilized customers, and being green messengers who pass the truth, etc., can adopt the method of psychological empathy experience.
Let's take "people in the community who respect service" as an example. Students understand the work of community service personnel, such as cleaning staff, doormen, garbage pickers, etc. Let them have a psychological empathy experience. If you are a cleaner, after you have worked hard to clean the corridor of each floor, you find someone littering and doodling in the elevator. How do you feel? If you are a community doorman, what would it feel like to stand in the scorching sun for a day or even half a day? This transposition experience touches the hearts of students, and this inner experience is the driving force for students to form their cognitive and behavioral abilities.
Fifth, pay attention to students' learning ability and choose various supporting resources (multi-type, multi-angle and multi-level).
When we provide students with learning resources, we aim to let them discover, observe and think for themselves, and let them develop their cognition and thinking in the process of learning. Therefore, we should pay attention to whether the learning resources we provide to students conform to their cognitive characteristics and thinking level, that is, whether they conform to their recent development fields.
For example, the lesson "Feeding Mother River" guides students to think "Why did our ancestors live along the river?" At that time, students tried to migrate their previous experience and realized that rivers provided drinking water and irrigation convenience for human beings. Because students' abstract thinking ability is still relatively weak, they still focus on thinking in images, so this picture is difficult to arouse students' more thinking. When students encounter thinking obstacles, teachers should provide students with supportive learning materials. Such a vivid landscape map of the great river basin immediately opened the floodgates of students' imagination and activated their thinking, thus making students realize that the great river basin is not only rich in water resources, but also rich in animal and plant resources, which provided rich food for ancient ancestors, which is also an important reason why ancestors lived along the river.
For another example, in this class, the teacher provided students with archaeological materials and explored the civilization created by Banpo and Hemudu. In the living materials provided, not only the first-hand and true picture of the house ruins is provided, but also the picture of the house restoration is provided. Because it is hard for not only students but also adults to imagine that this is the site of the house. If you can't guess, it will be difficult for students to continue thinking and think deeply, and it will be difficult to find the structural differences between Banpo and Hemudu dwellings. Therefore, according to students' cognitive characteristics, teachers can provide students with a picture of house restoration, which can support students' learning and guide them to make different discoveries through constant observation.
For example, in the lesson "Hutong in Beijing", when learning the culture of the name of Hutong, the sentence "Hutong is a living fossil of old Beijing and a book" was presented, and the name of Hutong was compared to a living fossil of Beijing and a book, which made the students curious. Taking advantage of students' curiosity, I provided them with several groups of hutong names, so that they could find the old Beijing culture hidden in these names. Through independent observation, discovery and thinking, students found the university name in the name of hutong, and then understood the meaning of living fossil.
In fact, there are still many problems in the selection and utilization of teaching resources, and good methods and skills need us to study and summarize. In short, the richer the curriculum resources developed by teachers, the higher the application level of curriculum resources, the more detailed the treatment, and the higher the efficiency of curriculum implementation.
Another example is the lesson "Ancient Silk Road", how to let students know the arduousness, length and danger of the Silk Road? Only relying on the teacher's language introduction, no matter how wonderful, is just an imagination and fiction for students. Moreover, this is not the construction process of students' active discovery and imagination, but a process of passively accepting information. What kind of teaching resources can students choose to observe, discover or imagine the hardships of the Silk Road? Let's compare the choice of these two resources, from which we can find out what our teachers should pay most attention to.
On the way to the Silk Road, some teachers provide students with some real scenery pictures, such as pictures of mountains, pictures of vast expanse in Taklimakan, pictures of snow peaks in Pamir, etc. Let the students observe what kind of road the Silk Road is. These pictures are real landscape pictures, but can students really discover and feel the hardships of the Silk Road? No, not only the students didn't, but also I didn't feel it as a teacher. Because these landscape maps don't show the topography on the Silk Road, just like Li Bai's poem said, "I don't know the true face of Lushan Mountain, but I am only in this mountain", what comes into our eyes are majestic mountains, beautiful and spectacular sand seas and holy snow peaks ... These are beautiful natural landscapes. Under the first impression of visual intuition, it is difficult for students to imagine the hardships of walking on them. Due to ignorance of social history, some students may think that walking in natural landscapes and exotic scenery is a pleasant thing. In our opinion, this kind of real and intuitive data has not played an effective role in students' observation and learning, and even produced reverse interference.
While teaching this course, another teacher provided students with an enlarged picture of a screenshot of China's topographic map (from Xi 'an in the Loess Plateau, through Hexi Corridor in Gansu, to the desert in Xinjiang, and then to the Pamirs on the border), and then provided students with a topographic map of the Iranian Plateau in West Asia and a road map along the Silk Road, so that students could observe what kind of road the Silk Road was. Although these maps are drawn, they intuitively show the topography of the Silk Road: mountains, mountains, snowy plateaus, large areas of deserts and quicksand ... Students not only realize the difficulties of the road, but also imagine that business travelers will be attacked by wild animals and diseases on lonely roads. They should be alert to robbers and robbers ... We see a real landscape. This is mainly due to teachers' lack of analysis and understanding of students and their failure to think from the students' perspective. Because only by truly understanding students' existing knowledge, experience and psychological cognitive characteristics can we determine their nearest development areas in cognitive, emotional and ability latitudes.
Another example is "This is Beijing". In order to let students remember the names and locations of various districts and counties in Beijing, the teacher provided students with children's songs of administrative districts (Tiananmen Square, central axis, stations on both sides of Dongcheng and Xicheng). Chang' an street, extension line, Haiyang Fengjing turn around. Go to the suburbs, have a look, cross the gate and turn s all the way. The future is bright and smooth, and Mihuaiqing Wharf helps students remember all districts and counties. The rhyme of children's songs is catchy, which is very helpful for students to remember the administrative divisions of Beijing. It can also guide students to find the names of districts and counties from children's songs, and guide students to observe deeply with the help of the distribution map of Beijing suburbs, and discover the distribution of Beijing urban areas and suburbs and the location characteristics of districts and counties.
To sum up, we can see that when choosing teaching resources, teachers should provide students with supportive learning resources that can inspire their thinking and guide their in-depth learning according to their cognitive characteristics, that is, build a moderate ladder for their learning.
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