Teachers should actively guide students to participate in activities, feel the atmosphere of activities, and experience the happiness and happiness in the classroom. The following is my lecture notes on the open class of ideology and morality in grade three, hoping to provide you with reference.

Fan, lecture notes of the third grade ideological and moral open class in primary school

Teaching objective: 1. Educate students to cherish time and learn to arrange time reasonably;

2. Cultivate students' good study habits, and study tasks can be completed independently.

Teaching preparation: 1, good learning methods collected by students;

2. Students create their own sketches based on three illustrations on 42 pages;

3. Teachers and students * * * collect the information about "the value of one minute" and collect diligent quotes.

Teaching process:

First, dialogue import

1. What difficulties did you encounter in your study?

2. Let the students talk about their "difficulties".

3. Teachers guide students to sum up the main difficulties. Students can exchange learning experiences and good learning methods with each other. Attack jade with stones from other mountains.

Second, the group will show sketches.

1, enjoy each other.

In the process of watching the sketch, think about the performance intention of the students and what the sketch shows.

2. Independent investigation.

In the process of evaluating sketch, students are inspired to realize how important it is to cherish time and arrange time reasonably for students to cultivate good study habits.

Third, teachers and students discuss with each other

The students use the illustrations at the bottom of page 43 of the textbook to discuss how to help three children overcome these bad habits.

Fourth, experience activities.

1, students close their eyes and feel how long the next minute is.

2, combined with the collected information, teachers and students * * * exchange the value of one minute.

3. Conduct a one-minute writing contest and a one-minute oral contest in groups, record the results and show them, so that * * * can feel the value of one minute.

Verb (abbreviation of verb) abstract

1, time is precious and gone forever;

Make rational use of every minute, study happily, enjoy yourself, have a good rest, and don't let time slip away quietly.

Sixth, the communication between teachers and students.

1. Look at the picture, think about it and say it.

(1) Students look at the three illustrations on page 46 of the textbook and talk about what they have gained by asking questions boldly.

(2) Students speak out their fear of not asking questions, and everyone tries to overcome it.

2. Famous words inspire

(1) Students talk about their "famous sayings" about being diligent and inquisitive, exchange ideas with each other and inspire each other;

(2) The teacher concluded that the students read the famous aphorisms about being diligent and inquisitive.

Seven. Activity expansion

1, about the feeling of time, you can also use the form of simulation performance, for example, let students play the old man of time to help students realize the importance of cherishing time.

2. Organize students to collect famous aphorisms about time and study habits and make a handwritten newspaper by themselves. Share what you have learned and understood in this class.

Model of lecture notes for the third grade ideological and moral open class in primary school.

Teaching objectives:

1. Get to know the staff in the school except their own teachers, and know their work contents, working methods and working feelings.

2. Learn to carry out learning activities in the form of social practice (investigation), and learn to communicate, cooperate and share happiness with others.

3. Understanding the work of these people is indispensable for their healthy and happy life and study at school.

4. Cultivate gratitude and respect for these people.

Teaching focus:

1, study in the form of social investigation, and report and communicate the results of your own practice to the group.

2, through the understanding of these people's work, inspire gratitude and respect for them.

Teaching difficulties:

Understand that other school staff are indispensable for their own learning and growth, and sprout gratitude and respect for them.

Course design: two class hours.

Teaching process:

First, create scenarios to stimulate interest.

1, show some pictures of the campus

A clean and beautiful campus; Pictures of students reading and playing games; The scene of borrowing books from the library and so on.

Who do you think needs to cooperate with such a good learning environment?

2. Look at the P50 prompt: Do you know anyone who works in the school? Know how they work?

Show topic: people who work in schools (students say what they know about people who work in schools)

At the end of last class, the teacher assigned the students today's tasks, and each group also made preparations. Now please tell each group what questions you want to ask and what is the contact situation? All teams report.

Second, interview people who work in schools.

1. Each group conducts investigation and visit according to the plan drawn up in advance.

2, the teacher put forward activity requirements:

Observe the interview time, be polite to others, carefully observe and learn about the work of people who are engaged in different jobs in school, and make records.

Third, students report the investigation and talk about their feelings.

Each group presents their findings to the class.

For example, people who work in the school, such as janitor, cleaning aunt, principal, brigade counselor, librarian, canteen uncle, talk about their feelings. The teacher inspired at the right time.

Imagine what we would be like without them.

Student exchange report

Conclusion: In our study and life, we can't live without people who work in schools. Their hard work has brought us healthy growth. We really appreciate it!

Verb (abbreviation for verb) pays tribute.

What do you want to say to them? Express your gratitude and respect to them in one sentence.

Abstract of intransitive verbs

Read the concluding remarks together after class.

Through the study of this lesson, we know that to run a school well, we can't do without staff in various positions. We should pay attention to and respect them, especially their work.

Model three, the lecture notes of the third grade ideological and moral open class in primary school

Teaching objectives:

You know, you can't grow up without a family.

Understand the relationship between family members and address them correctly.

Teaching focus:

Guide students to participate in activities, feel the care of their parents and elders, and experience happiness and happiness in family life.

Teaching difficulties:

The relationship between family members and their names, experience the affection between family members.

Teaching preparation:

Ask students to collect some photos taken with their families (family photos, life photos); Prepare a piece of colored paper.

Background music courseware.

Teaching time: one class hour.

Teaching process:

First of all, feel the warmth of home

Teacher: Students, we all have a lovely home. My family lives in Yandian Street, Pingba. Where does your family live?

Health 1: My family lives in ...

Health 2: My family lives in. ...

Teacher: Today, let's talk about our home. (teacher's blackboard: my home)

Teacher: Let me talk about my home first. (The teacher shows his family photo) Look, this is my family photo when I was nine years old. Guess which one is me?

Health: The one with pigtails in the lower left corner.

Teacher: Yes, this was when I was nine years old. This is my father, this is my mother, this is my brother and this is my sister. Do I look like my father or mother?

Health 1: Your father.

Health 2: Your mother.

Health 3: Like your parents.

Teacher: Why?

Health 1: You are their child.

Health 2: You were born by your mother.

Teacher: Yes, I am my parents' flesh and blood, and their blood runs through my veins. They are the people closest to me.

Teacher: (talking and drawing pictures around the family photo) At that time, our family lived in a small village. There is a road in front of the house, and there is a small pond on the right front of the road. In summer, we often go swimming there. There is a green bamboo forest behind the house. My sister often goes there to read books. By the way, I forgot to tell you that there is still an open space next to the expressway, where my friends and I often play games.

Teacher: Students, what's your favorite place to go around your home? You also draw your favorite place like a teacher, and introduce it to us later!

Draw the scenery around your home vividly, and the teacher will patrol it.

Health 1: (referring to the photo) This is my father and this is my mother. I look like my mother. There is a small garden around my home, where I often play!

Health 2: People say I look like my father, especially my eyes. This is my place . There is a lot of grass in front and a small pool in the back. I often go swimming.

Health 3: I don't know who it looks like.

Teacher: What do you think?

Health: I like both my father and my mother.

Health 3: There is a restaurant near my home. My family often goes to eat.

Second, teachers and students talk about their family life together.

Teacher: (showing an example of family life in the book) Now let's look at the family life of another classmate.

Health 1: They eat and clean together.

Health 2: Sometimes it's awkward. Some people are anxious when they are sick.

Teacher: (showing his family photos) Our family likes chatting together best. As soon as mom and dad come home, my brother and sister will gather around them and tell us stories about the school. Mom and dad will also tell us their daily news. At this time, the family is the happiest.

Teacher: What do your family usually do at home?

Health 1: Watch TV together.

Health 2: Our family likes to play poker together.

Health 3: Our family likes singing at ordinary times.

Teacher: By the way, all the students brought photos of themselves and their families. What's the story behind this photo? Tell the classmates at the same table first!

(Students at the same table tell each other the story behind the photo)

Teacher: Who wants to talk?

Student 1: (showing photos on the podium) This was taken when our family moved to a new home. The whole family is very happy because our new home is spacious and bright, much better than before!

Health 2: This is the first family photo of our family. At that time, I was three months old I was able to communicate with my father with my eyes for the first time, so I took this photo.

Teacher: Look how happy Dad is laughing. What a happy family.

Health 3: This photo was taken by my whole family before my grandfather died. There are many people, including my aunt, aunt, mother, father and so on. At that time, my grandfather was ill, and my sister and I went to the hospital to meet him for his birthday. Everyone except me knew that my grandfather was his last birthday, so we took this photo together. My grandfather died within half a month, but when I saw this photo, I thought of him.

Teacher: Yes! This photo shows your family's memories of grandpa.

Teacher: There is also a story behind this photo of mine. Look, how serious the expression of our family is! That's because my brother will leave home after taking this photo and go to the army to be a PLA soldier. Because my brother loves us very much at ordinary times, we really can't bear to let him go. This serious expression contains the feelings of our family. Later, my brother who was a soldier in Shanxi often wrote to us. He said that no matter where he is, he is worried about us and our home.

Teacher: Yes! My home, your home and his home are all so ordinary. We work together and play games together. Everyone is anxious about who is ill. Why?

Let students express their opinions fully.

The teacher concluded: Yes, we are a family. Anyway, we always care about each other and miss each other, because we love our home and everyone in it.

(blackboard writing: I love my family)

Third, show the questionnaire and talk about your feelings.

Teacher: By the way, speaking of which, the teacher has a question for everyone. Do you know your family? Do you know the story of mom and dad when they were children? Please take out your family questionnaire and report what impressed you most and interested you most in the survey.

Students report and communicate.

The teacher asked: How do you feel after knowing all this?

Health 1: Our life is really good now. We should study hard.

Health 2: The society changes rapidly.

Teacher: What do you want to say to your parents?

Health 1: Thank your parents for their concern and care.

Health 2: Mom and Dad, I like you very much!

Teacher: Through investigation, we know our parents better. I believe you will love your parents and your home more.