Reflection on harmonious teaching

Part 1: Reflection on Harmonious Teaching

As a comprehensive subject, Character and Society mainly places students in social life, allowing students to learn to understand the society and understand the society correctly. At the same time, they must develop good habits, thus stimulating students to love life and emotions. Into history, on the basis of understanding the glorious history of the motherland, correctly understand the motherland, through continuous learning, strengthen theoretical cultivation, actively guide students' activities of independence, cooperation, communication, practice, etc., constantly cultivate themselves, teach students to learn to live, learn to be human.
I closely contact the students' learning and life practice, and guide students to find solutions to problems from their own knowledge and experience by recreating small scenes such as life. Through independent thinking, group communication, and “whispering” mailboxes, students' thinking can be fully developed, students' ability to solve problems can be improved, and students' ability to make friends can be improved.

Part 2: Reflection on Harmonious Teaching

As the saying goes, "harmony is expensive", traditional Chinese society has always advocated "harmony", and the word "harmony" has become the mainstream thinking of today's society. The purpose of this course is to enable students to learn how to get along with others and establish correctness. The outlook on life and values ​​will truly carry forward the virtues of our national tradition.
Confucius said: "Do not do what you want, don't do it to others." Children can understand this sentence very well, but the people who can really do it are limited. In response to this problem, I arranged a student's empathy activity. Through the activity students understood the importance of empathy and learned to respect others and understand others.
Harmony is in harmony with learning to communicate with others. Communication is a science, and speaking is an art. Through learning, students realize the importance of communication and recognize the importance of communication methods. In the classroom, I asked the students to "write my heart" and write what I want to say to my loved ones and classmates. The students completed the task in the shortest possible time, expressed their inner thoughts in the most appropriate language, looked at the smiling faces of the children, and I had a whim, making envelopes and helping them send the written words to them. Friends and relatives and classmates. The children are very happy and the goal of this class has been reached.

Part Three: Reflection on Harmonious Teaching

"Learn to live in harmony" is the first activity of the fifth element of the fifth grade of the compulsory education curriculum standard textbook "Character and Society", "You and Me". The whole course begins with the unique perspective of the senior grade and reinterprets the new curriculum standards. The proposed "experience and sincerity, mutual understanding is valuable. Understand the goal of building a true friendship between students and friends, friendly exchanges between men and women, mutual respect". The textbook starts from the actual situation of the students, pays attention to the multi-angle presentation of the problem, effectively guides the skills and principles of the students' interaction with others, and improves the ability to get along with others.
The purpose of "learning to live in harmony" is to let students understand the principles and skills of living in harmony with others. It is the primary rule to live in harmony with others and to take care of others' feelings. Learn to communicate with others and resolve differences with a peace of mind. The case teaching is based on “situation experience – cooperative learning – practice consolidation”, which enables students to understand them in the context, find ways in the discussion, learn from each other in cooperation, improve their ability in practice, and gradually learn to be harmonious with others. get along.
The teaching objectives of this lesson are:
1. Knowing how to put yourself in the shoes of the other person and taking into account the feelings of others is the first principle of harmonious coexistence with others. Know the principle of “do not do what you want, don’t do it to others” and learn to use this truth in real life.
2. Recognizing that conflicts and frictions are inevitable when dealing with people, and initially grasping ways to resolve conflicts and contradictions.
3. Know how to communicate well with your elders and learn to resolve differences with a peaceful attitude.
The teaching strategy is to guide students to explore the teaching resources related to the text from the life, scientifically organize the teaching content, rationally utilize and develop the curriculum resources in life, and integrate life and teaching organically. Use modern teaching techniques and language description to create situations, stimulate students' knowledge, feelings, intentions and behaviors, guide students to experience the feelings of others in the context, enhance the experience of the soul, and gradually learn how to get along with others. Let students act as the subject and object of the activity, give full play to the students' self-learning, advocate independent inquiry, independent communication, and gain perceptual knowledge and rational understanding. Let them be taught in the activity, so as to achieve the purpose of "giving people to fish" rather than "giving people to fish."
During the teaching process, I first talked through the children about some unpleasant things I have experienced in life study, and guided the students to conclude that the rules of dealing with people are Confucius’s “do not do what you want, don’t do it to others”; then let the students talk about understanding, Talk about the feelings and fill out the form on the book; then, the teacher closely contacts the students' learning and life practice, and guides the students to find solutions to the problem from their existing knowledge and experience by recreating the small scenes of life. Through independent thinking, group communication, and “whispering” mailboxes, students' thinking can be fully developed, students' ability to solve problems can be improved, and students' ability to make friends can be improved. More important is to guide children to learn to reflect on themselves, to be good at criticism and self-criticism, and to learn to be tolerant.