Moral character and social teaching plan in the sixth grade of primary school

As an excellent teacher, the teaching plan is inevitable, which is the main basis for the implementation of teaching and plays a vital role. How to write a good lesson plan? The following are the moral and social teaching plans for the sixth grade of primary school that I collected for you. Welcome everyone to learn from them, I hope it will help you.

The teaching goal of the sixth grade moral and social teaching plan 1;

1. Let students know what products are available in their hometown.

2. Understand the origin and characteristics of these products.

3. Cultivate students' feelings of loving their hometown.

Teaching emphasis: know what products are available in your hometown.

Teaching difficulty: knowing the origin and characteristics of some products.

Teaching preparation: courseware, some hometown materials collected by students, tape recorders, tapes, etc.

Teaching hours: one class hour.

Teaching process:

First of all, an exciting introduction.

Teacher: Students, there are two children, one is Xiaohong and the other is Xiaoli. They want to take them to their hometown. Do you want to go? Health: Answer (omitted).

Teacher: Demonstrate computer courseware (Xiaohong and Xiao Li introduce their hometown products).

Student: Watch the computer courseware (while watching).

Teacher: Question: Do you think Xiaohong and Xiao Li's hometown is rich in products? Do you like their hometown?

Student: Answer the teacher's question.

Teacher: Do you love your hometown? Do you know what products are available in your hometown? Are there many products?

Health: Answer the question.

Teacher: Today, the teacher wants to hear what products the children have in their hometown. (blackboard writing topic)

Student: Study this subject.

Two. Activity process

1, introducing household products.

Teacher: What products do you have in your hometown, children? How do you know that? Tell everyone.

Health: Tell me: (products from my hometown)

Teacher: Do you know the origin and characteristics of these products?

Health: Tell me: (the origin and characteristics of the product)

Teacher: The teacher asked everyone to bring the products they found in their hometown. Did you bring it?

Health: Answer:

Division; Then, shall we hold an exhibition of household products today? All teams get ready quickly. (The teacher plays the tape)

Health: Each group prepares its own booth.

2. Show your hometown products

Teacher: What did you find? Show it to everyone. You can brag about the products in your hometown in the way you like.

Health: In the way you like (speaking, singing, jumping, playing, etc. ) to praise the products in your hometown.

Teacher: Let's comment on which group has collected more hometown products and which group has performed well.

Student: Group peer review.

Teacher: summing up activities

Third, summarize the full text.

Teacher: How do you feel through today's activities?

Health: Tell me about your feelings.

Teacher: The teacher thinks all the children are great. She has collected and studied so many products from her hometown. The teacher believes that you will build your hometown better when you grow up.

Attached:

Blackboard design:

There are many products in my hometown.

Small exhibition

The sixth grade moral and social teaching plan 2 1 lesson for boys and girls.

Teaching objectives:

1. Through life examples, I can feel that harmonious coexistence between boys and girls will bring fun to both sides and understand that boys and girls are different.

2. Learn to understand and appreciate the unique thinking mode and behavior characteristics of the opposite sex. Facing the confusion of boys and girls in communication, we should understand and resolve contradictions from the perspective of gender differences and learn to live in harmony with the opposite sex.

Teaching time: 4 hours.

Teaching process:

First, the introduction of teaching

Students, we boys and girls study and live in the same school and class, and get along with each other day and night. There are countless joys, but sometimes it also brings us a lot of troubles. Today, let's study the gender and differences between boys and girls. (blackboard writing topic)

Second, teaching activities

Activity 1: quiz

1, referring to the textbook form, students contact with real life and compare the differences between boys and girls in hobbies, personality characteristics and behavior. (Students fill in the form by themselves)

2. Students communicate in groups first, and then the whole class communicates.

3. Summary: There are differences between boys and girls in external performance and internal character, and there are many * * * characteristics.

Activity 2: Express your opinion.

1. Students are free to study the case of the textbook P3, and then think about it according to their own personal experience: What are the different requirements or attitudes towards boys and girls in real life, and what are the reasons for these different attitudes?

(Students communicate independently)

2. On the basis of students' communication, summarize people's different requirements and attitudes towards the opposite sex, and select typical examples to guide students to further discuss whether it is reasonable.

Activity 3: Boys and girls challenge the game.

1. The whole class formed a boys' team and a girls' team and held a challenge. The contents include: see who has the best hand, who has the greatest strength, who sings best, who dances best and so on.

2. Combine the past activities of the class and the school, ask students to praise the "heroes" in the class and find out the contributions of boys and girls in these activities.

Students tell interesting stories about boys and girls together.

4. Guide students to carry out "I will praise you" activities. (Each student is required to praise at least two students of the opposite sex)

Activity 4: "Whispering" mailbox

1. Set up a "whisper" mailbox in the class, so that students can write down their troubles, feelings at that time and the reasons for their troubles on a piece of paper, and be careful not to write down their own or others' real names, and then put the paper into the mailbox.

2. Ask students to take out a piece of paper at will and read it aloud in class.

3. Guide students to express their views on these issues and analyze their reasons.

Activity 5: You don't have to worry.

1, guide students to read the case of P7, and act out these two situations in groups in the whole class.

2. According to the problems in the first case, think about how to communicate with students of the opposite sex in this case to achieve better results.

3. According to the questions prompted in the second situation, continue to guide students to think about what problems should be paid attention to when joking with students of the opposite sex.

Activity 6: Good Boy and Good Girl Image Design Competition

1. Read the contents of P8 freely, and express your views and opinions on the situational issues raised in this paper.

2. Transition: How do you think you can become a good boy or girl that others like?

3, each group can organize students to discuss, on the basis of in-depth discussion, * * * together to complete the image design of a good boy and a good girl, and exchange reports in the class. (You can also let each student design a more personalized image of boys or girls according to their own characteristics. )

4. Teachers can combine the actual situation of the class, create a situation for students to show their good image in appearance, language and behavior, and encourage students to become people with good image.

Third, the job design:

1, praise the opposite sex students in the class in their own language.

2. Design a boy or girl image full of personality.

Moral and Social Teaching Plan 3 (1) for the sixth grade of primary school, introducing topics and awakening life.

1, the game of "peeling apples", knowing curiosity.

(1), the teacher asked the students to peel an apple on stage.

(2) We are all used to cutting apples vertically. Let's talk about your findings by cutting the apple horizontally.

(3) The five-pointed star in the apple was discovered by an American child. Why did he discover this seemingly simple but never known secret?

(4) Teacher's summary: He has precious curiosity. French writer Francois once said: Curiosity makes scientists and poets. Many scientists and inventors have made outstanding inventions and made contributions to mankind because they have. Next, let's hold a small competition to get to know each other.

(B) cooperative learning, experience life

1, a little quiz, curious.

Play in groups. Which scientist or inventor raised the following question;

(1) Can humans fly into the sky? (Feng Te Brothers)

(2) How do hens hatch chicks? (Edison)

(3) Does a Mercedes-Benz horse have all its hooves on the ground at the same time? (mcbride)

(4) What should I do if I keep a nest of mice in the drawer? (Morgan)

5] Why did the thatch cut its finger? (Luban)

[6] Why is there a big stone several feet square here? (Li Siguang)

2. The teacher judges the winning team.

The teacher concluded: Scientists and inventors have a strong curiosity about these common things, so they took the first step of invention and creation.

3. Curiosity is the driving force of creation. Are you curious? What have you ever been curious about in real life? Hurry up and communicate with your partners!

Teacher's summary: In the future, please always write your questions on a small card in time, and make a problem manual to hang in the learning place, which will remind us to keep exploring. Not too distant future. There will certainly be many scientists and inventors among us.

(3) deepen understanding and guide life.

Teacher: We mentioned the British photographer McBride in the test. Who can tell his story?

1. The teacher tells the story "Can arithmetic be calculated from a height?" on the fourth page of the textbook.

Teacher: What do you think of these two stories?

The teacher summed up: with curiosity, we must make unremitting efforts to solve problems before we can make inventions.

Sixth grade moral and social lesson plan 4 learning objectives: learn how to obtain information through different channels, perceive the loveliness of hometown people, simply understand the outstanding people in different times in hometown, and inspire admiration and love for hometown people.

Key points: Understand the outstanding figures of different times in my hometown, let students feel the long history of my hometown, highlight the sense of historical depth and generate pride.

Teaching preparation: teaching wall chart

Teaching process:

First, who is our hometown?

1. Discussion: What is a hometown person?

2. Talk about your hometown dialect and deepen your understanding of your hometown people.

Is there a difference between the dialect in our hometown and Mandarin? Tell a little joke, once in Mandarin and once in hometown dialect, and see what's the difference? You can also say it in a foreign dialect to see what is the difference from your hometown dialect.

3. Enjoy the ancient poem "Hometown Couplet Book" and experience the deep affection of hometown people.

Second, praise the people in my hometown.

1, my hometown is beautiful, and the people in my hometown are even more beautiful. Can you introduce a lovely hometown person to everyone?

2. Let students boast about people they like, people who are capable, people who are helpful to others, and people who have contributed to their hometown.

How do you know these famous people in your hometown and praise those students who can look up information?

Third, the pride of hometown.

1. On the basis of student information search, organize students to discuss and fill in the honor list of hometown people. Fill in the form in groups first, and then communicate with the whole class to complement each other.

2. Ask students to introduce people in their hometown in short language.

Fourth, I am a small hometown.

1, say: What kind of hometown should we be?

2. Design "My Service Plan".

Verb (abbreviation for verb) beautiful legend

1. Listen to the teacher's "Legend of Feilaifeng" and talk about your own experience.

Students tell stories of their hometown.

Sixth, strong hometown feelings.

1. The ancients also had deep feelings for their hometown. They wrote many works about homesickness. Appreciate the ancient poem "Thoughts on a Quiet Night"

Let's be a little writer and write about our feelings for our hometown.

3. Students practice writing by themselves.

Step 4 communicate after writing

Seven, class summary.

The teaching goal of moral and social teaching plan 5 in the sixth grade of primary school

1. Understand the natural environment and humanistic environment of hometown, and stimulate the emotion of loving hometown.

You can use a brush to record the beauty of your hometown in your eyes and record your feelings about your hometown.

3. Be able to understand the story and cultural life of your hometown through observation, visit and investigation.

Teaching preparation

1. Multimedia courseware: My hometown video and related natural landscape pictures.

2. Students prepare drawing paper and colored pens.

3. Collect relevant information about hometown before class: pictures, stories, songs or operas.

teaching process

Let's have a look first.

1. Show courseware to guide students to enjoy the video of My Hometown.

Tell me what you see from the picture.

3. Thinking: What do children in textbooks like about their hometown?

4. Communication: Where is your hometown? What scenery do you like in your hometown?

Second, act and guess.

1. Inspiring dialogue: Do you like your hometown? Do you want more children to know about your hometown? Then be a little tour guide and introduce them to the most beautiful places in my hometown, ok?

Students act as tour guides to introduce and praise their hometown.

3. Ask the children who are playing to talk about their feelings. Please watch the children express their opinions.

4. Guess, please describe a place in his favorite hometown, and other students guess where it is.

Third, drawing comments.

1. Show representative pictures reflecting hometown scenery, such as streets, parks, Woods, etc., for students to enjoy, and tell the scenery on the pictures and talk about their feelings.

2. Think about the most beautiful and familiar scenery around your residence, and draw it with crayons.

3. Show and communicate in groups and recommend better works to be posted on the blackboard.

4. Ask the selected students to introduce their works.

5. Show the color pictures on page 7, and ask the students to read the poems describing their hometown in the pictures, then observe their hometown, and make the observation results into poems and fill in the pictures.

6. Teachers and students * * * evaluation creation award.

Fourth, rap.

1. The teacher tells a story of his hometown first.

2. What else do you know about your hometown? The students exchanged their own stories about their hometown.

Ask the students to listen to a drama in their hometown and introduce the origin of the drama.

Do you know any songs or operas in your hometown that you can show to your classmates?

5. Show your collected photos, words and other information about your hometown, and communicate with your classmates through which channels you obtained this information.

Verb (abbreviation of verb) summary:

How do you feel after listening to the stories and watching the songs and dances in your hometown? Look, how much each of us loves our hometown. I hope you study hard and make contributions to your hometown when you grow up.

The teaching goal of moral and social teaching plan 6 in the sixth grade of primary school

Emotion, attitude and values: feel the cruelty of war, the profound disaster brought to mankind and the beauty of peace, and establish the consciousness of loving peace.

Ability: Learn the ability to collect and analyze social information by collecting pictures and written materials about the suffering brought by war, and initially master the basic methods and steps of solving problems independently.

Knowledge: Pay attention to the local wars in today's world and understand the disasters brought to mankind by the two world wars.

Analysis of learning situation

Judging from students' psychological characteristics and cognitive level, war is a topic far away from students' lives. However, war is like a terrible demon, which will invade children's tender hearts at any time. The bloody and cruel war pictures in movies and TV plays will make every child feel uneasy. Children are truly and perfectly afraid of war and long for a peaceful life without war.

Judging from the students' social environment and life foundation, although we are living in a peaceful environment now, the war seems to be far away from us. However, as long as we pay attention to international developments, we will find that the world today is not very peaceful. For students living in rural areas with relatively closed information and weak teaching resources, their understanding of the profound disasters brought by war to mankind is relatively limited, and their understanding of wars and conflicts that have broken out all over the world today is also limited, so it is necessary to educate them. In addition, it is difficult for rural students to collect relevant information and pictures.

Therefore, according to the analysis of the above-mentioned learning situation, the focus of this lesson is to let students know about the local wars in today's world, and to understand the suffering and peace brought by the two world wars by analyzing the heavy disasters brought to mankind. The difficulty in teaching is to let students learn the ability of collecting and analyzing social information and master the basic methods and steps of solving problems independently by collecting pictures and written materials about the suffering caused by war.

In view of students' reality, in order to break through difficulties and make students feel comfortable, teachers should grasp the key points of teaching in class, which not only shock students' hearts with vivid and rich pictures, but also guide students to understand the great destructive power brought by war with rational analysis. In order to solve the problem of students' difficulty in collecting information, teachers can organize students to listen to radio, watch TV, read newspapers or look up other materials before class to collect information about recent wars around the world; In the classroom, the current international wars and conflicts are reproduced in the form of a press conference, so that students can have a general understanding of the wars and conflicts in today's world and inspire them to pay attention to the people in the war; By telling the pictures and texts of children's lives in the war, I feel the painful disaster brought by the war to children; Through the seminar on "War in My Eyes" and the small survey on "Disasters Brought by War to Mankind", let students fully realize the great destructive power brought by war to mankind; Through the examples of the application of high-tech weapons in war in recent years, we can understand the duality of high-tech weapons in war. With the help of those shocking tragic pictures of war, students can get closer to the suffering children, truly feel the suffering brought by war to mankind, and then have a strong desire for peace.

At the same time, teachers should combine the actual situation of local students, reflect on their own teaching behavior, see whether the teaching resources they use can be accepted by students and meet the cognitive level of these children, pay attention to the suffering caused by war from the perspective of children, and realize rational analysis from perceptual knowledge.

Teaching focus

Understand the local wars in today's world, and through the analysis of the heavy disasters brought by the two world wars, we can understand the suffering brought by the wars and the beauty of peace.

Teaching difficulties

By collecting pictures and written materials about human suffering brought by war, we can learn the ability of collecting and analyzing social information and master the basic methods and steps of solving problems independently.

Teaching preparation

Teacher preparation: collect the war-related written materials, pictures, videos and other materials needed for teaching.

Student preparation: listen to the radio, watch TV, read newspapers or find other materials, and collect pictures and written materials of recent wars and conflicts around the world; Collect pictures and written materials reflecting people's lives in the war and examples of the application of high-tech weapons in the war in recent years.

Class arrangement

1 class hour.

Complete the contents of the textbook on two topics: "War in the eyes of children" and "Disaster brought by war to mankind".

teaching process

Activity 1 The war is not far away.

[Play video: War is not far away]

Lead the students to discuss the situation: What do you feel from these figures and pictures?

Although we live in a peaceful environment, war seems far away from us. However, as long as we pay attention to international developments, we will find that the world today is not very peaceful. (blackboard writing: suffering under the storm of war)

Design intention: inspire students to pay attention to the people in the war and have peace-loving feelings.

Activity 2 Looking at War from Children's Perspective

[Play animation: See the war through children's eyes]

Lead the students to discuss the situation: What do you see from these eyes, pictures and paragraphs? Imagine what people's lives are like in a state of war.

According to the photos of children living in the war before class, tell the story behind the photos.

A pair of frightened eyes, a skinny little face, a home in ruins, a human tragedy "Where are you going?" ... all this comes from war! Under the bombardment and destruction of artillery, they have nothing but fear of the world. They lost their loved ones because of the war; Because of the war, they lost their homes; Because of the war, they lost the opportunity of education ... how terrible the war is! (Blackboard: Seeing the Fear of War from Children's Eyes)

Design intention: Feel the fear, anxiety and worry brought by war to children.

Activity 3: The disaster brought by war to mankind.

1.[ Play video: War from numbers]

Guide students to communicate with situations: what conclusions can we draw from the comparison of the figures of the two world wars? Read the information and complete the statistics of the two world wars. (blackboard writing: casualties and property losses)

period

A country at war.

Participating population

Military and civilian casualties

property loss

War cost

World War I

The Second World War

2.[ Video: Legacy of War]

Guide the students to discuss with the situation: What are the sequelae of the war? What wars and conflicts have happened in the world recently, and what are the consequences? Each group carries out research study and introduces their own research topics respectively. Such as casualties, property losses, cultural relics damage, environmental damage, psychological shadow brought to people and so on.

War not only cruelly destroys life, causing casualties and property losses, but also leaves people with incurable mental trauma and causes permanent damage and pollution to the environment. All these are enough to prove that war has brought profound disasters to mankind! (blackboard writing: environmental damage, trauma ... suffering under the storm of war)

Design intention: realize that war will not only bring disaster to mankind in wartime, but also leave many sequelae and understand the harm of war.

Activity 4 High-tech and War

[Play Video: Consequences of High-tech War]

Lead the students to discuss the situation: what do you feel from this incident? What other similar cases do you know?

Design intention: Think about the consequences that high-tech weapons will bring to human beings, and initially understand the duality of high-tech weapons used in war.

blackboard-writing design

Looking at war through children's eyes

Fear, anxiety, worry

The disaster brought by war to mankind

casualties

property loss

environmental damage

psychic trauma

……

Suffer from the storm of war

Teacher 7. Moral and Social Teaching Plan for the Sixth Grade of Primary School: How about we have an intelligence contest and do two "brain exercises"? Let's see who likes to think.

(1) There are six pears in a box, so you should give them to six students so that everyone can get a pear, but you must also leave a pear in the box. what do you think?

(2) Use two matchsticks, and don't break them and bend them into squares.

Teacher: Yes, breaking away from conventional thinking is a kind of creation. So in your eyes, what is creation?

Teacher: Actually, we can also create! (blackboard writing: I can write, too)

The students exchanged their ideas.

(1), (Give each of the five students a pear and leave one with the box for the sixth student. )

Let the edge of the table be the two sides of the square, and the other two sides are served by matches. )

Students' thinking and communication;

Health 1: Dare to ask questions;

Student 2: find a learning method;

Health 3: My new discovery;

Health 4: I overcome difficulties in my own way;

Health 5 Explore the Unfaced Road.

Through the interesting quiz, students' enthusiasm was fully mobilized and their interest in learning was stimulated, which made the class reach a climax at the beginning.

Discuss and communicate, students can further clarify what creation is, and thus clarify the theme.

(A) introducing topics to awaken life

1, the meaning of creation

(1), Teacher: The history of mankind is also a history of creation, and various inventions and creations of mankind promote the development and progress of society.

(2) Play courseware to introduce some important inventions that affect social progress. Such as: the invention of bow and arrow; Making stone tools and pottery; Four great inventions of ancient china; The invention of modern steam engine, the invention of steam engine-driven ships and trains; The invention of internal combustion engine and the invention of electric light, automobile and airplane on this basis; Inventions of information technology, such as electronic computers; Satellites, manned spacecraft and other inventions that mark the entry of mankind into the space age.

(3) Activities: "Inventions and creations in human history" knowledge contest.

(4), the teacher summarizes.

(B) cooperative learning, experience life

1. It means that creation is just around the corner.

Teacher: When it comes to creation, many students will immediately think of Edison and other great inventors. Creation seems to be something that only big people can do, and it has nothing to do with ordinary primary school students like us. Actually, it's not.

(1), courseware demonstration: rubber pencil readme. I am a rubber pencil. I was invented by a child in America. This classmate is always in a hurry to find an eraser when he writes typos, so he thinks, why not tie the eraser to a pencil, then don't bother to find it. Later, he combined an eraser with a pencil and invented me. )

What do you think after listening to the self-report of the rubber-tipped pencil just now? Please speak freely.

Teacher: Actually, creation is not unattainable, nor is it the patent of scientists and inventors. Creation is an instinct endowed by nature.

(2) Look at the pictures of six inventions on page 10 of the textbook. The students talk about the people in the picture, what they do and what they invent.

Teacher: Whose inventions do you know? What inspiration did they give you?

Teacher: Actually, creativity can't be achieved only by extremely smart people. Everyone, whether primary school students, ordinary workers or housewives, has the potential to create. As long as you carefully observe and think, you can seize the opportunity of creation.

Do you find any similarities between the characters in the story?

Teacher: They observe life carefully, go deep into life, are good at thinking, can find out the shortcomings in life, and try to solve and create. If we learn from them, we can also create.

(C), deepen understanding and guide life

1. Look at the whole process of children's invention of inflatable raincoats on page 1 1, and the whole process of children's invention of stair climbing car and oval thermos on page 12, and talk about their own feelings.

2. Tell a story about the invention of your peers or people around you.

Teacher: What inspiration did you get from their stories?

3. Teacher's summary: Invention comes from life, and there are often some uncomfortable, inconvenient and dissatisfied articles in life. As long as we make some small improvements to it, it will greatly facilitate our lives, which is a kind of creation. Great inventions are creations, and small inventions are also creations. Pay attention to observation, boldly imagine and persist diligently, and we can also create.