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How to teach morality and society in the second volume of the fourth grade of primary school published by Zhejiang Education Press

1. Basic features of the textbook (1) Show social life from multiple aspects, and in the process of guiding students to understand and explore society, help students form a sound interpersonal awareness and social awareness, and learn skills to solve interpersonal and social problems. Fourth grade volume 2

The teaching materials show students the facts of social life in many aspects, from hometown folk customs to industry, agriculture, transportation, communications and other aspects. In the process of guiding students to understand and explore society, the teaching materials strive to help students form a sound interpersonal awareness and social awareness.

awareness, and learning skills to solve interpersonal and social problems.

The distinguishing feature of the second volume of the fourth-grade textbook is that it allows students to conduct moral education in the process of exploring and understanding social facts. The exploration and understanding of social facts serve as the "bright line" of the teaching material, and moral education serves as the "hidden line" of the teaching material.

For example, the first unit, "A Side of Water and Soil Supports a Side of People," takes the old streets and old houses of the hometown, the place names of the hometown, and the local flavor and food as basic facts, and includes the education of caring for the cultural heritage of the hometown and inspiring students to love their hometown.

The fourth unit takes communication methods, the historical evolution of communication, and the development of future communication as basic facts, and includes the cultivation of good habits such as civilized communication, caring about national affairs from an early age, and watching TV rationally.

This way of writing makes students' moral education naturally embedded in social facts, which is conducive to realizing the tracelessness of moral education.

(2) Pay attention to guiding students to understand society and understand society by exploring the interrelationships between things. Moral and social courses are designed to promote the formation of students' good moral character and social development, and lay the foundation for students to understand society, participate in society, and adapt to society.

The second volume of the textbook for fourth grade helps students understand society and the basic processes of industrial and agricultural production in society by guiding students to explore the relationship between production and life, the close connection between industrial and agricultural production, the development of production and the continuous improvement of production tools.

The continuous changes in the production industry; by exploring the relationship between transportation and life, we will know the variety of social transportation modes, the changes in transportation, the close connection between transportation and people's daily life, social and economic development, and cultural exchanges, and the new problems caused by transportation development;

By exploring the relationship between communication and life, students are guided to understand the types of modern communication, the communication methods of ancient people, and social common sense in obtaining information and disseminating information through mass media.

This writing method enables students to not just stay on the surface in their understanding of basic social facts, but also guides them to explore and think about the interrelationships and nature of various things in social life when looking at social phenomena.

(3) Starting from the life that students are familiar with, guide students to understand and understand indirect life. Children's moral character and sociality come from their understanding, experience and perception of life. Children's real life forms their moral character and social development.

Has special value.

Therefore, when compiling the textbooks, attention was paid to linking the content of social facts with children's lives, so that they can start from their own world, observe society with their own eyes, feel the society with their own hearts, and use their own methods.

Study society.

For example, the second unit "Production and Life" allows students to understand the industrial and agricultural production process, which is relatively difficult and unfamiliar to students. The teaching material starts from "Where does food, clothing and use come from", allowing students to learn about daily necessities in life and three meals a day.

For meals, firstly grasp the basic concepts of industrial products and agricultural products, and then through two themed activities of "Visit the countryside" and "Visit the factory", let students understand the basic processes of agricultural production and industrial production.

(4) Pay attention to the integration of relevant knowledge and better reflect the characteristics of the comprehensive course. "Morality and Society" is a "comprehensive course" that breaks the boundaries of disciplines.

The Sixia textbook organically integrates interdisciplinary knowledge in dealing with the relationship between various knowledge fields and the relationship between knowledge and life. In this textbook, it involves geography, history, sociology,

The textbook integrates knowledge in economics, industrial and agricultural production knowledge, transportation, communications and other aspects, emphasizing cognitive and emotional integration, which better reflects the characteristics of comprehensive courses.

(5) Integrate the methods of guiding students to obtain information and guiding students to explore problems, and cultivate students' ability to understand society and research abilities. Sixia textbooks help students develop certain social research abilities by guiding students to discuss social issues.

.

For example, the teaching material of the first unit "Old Streets and Old Houses in Hometown" shows a group of old houses in different places, such as courtyard houses in Beijing, folk houses in Anhui, stilted houses of the Miao family in Southwest China, water towns in the south of the Yangtze River, cave dwellings in Shaanxi, Hakka earth buildings, etc.

The questions raised by people caused students to think: What mysteries can be found in different homes?

Why do the styles of old houses in different regions differ?

Use questions to guide students to explore the close relationship between old houses and their hometown’s topography, climate, and history.

This will cultivate students' problem awareness and the habit and ability to explore problems.

2. Brief analysis of teaching materials and suggested activities. There are four units in the teaching materials. The first unit is "A land and water support a person", the second unit is "Production and Life", the third unit is "Transportation and Life", and the fourth unit is "Traffic and Life".

"Communication and Life".