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1、1High-grade characteristics of ideological and moral teaching materials and teaching suggestionsWhether the preparation of teaching materials or teaching improvement, are inseparable from the analysis of the students. High school students are at the early juvenile stage, the main features of semi-ma
2、ture and semi-naive, independence and dependence, self-awareness and naive contradiction intricate period. In the ideological and moral aspects of the performance of the following characteristics: 1. The rapid development of self-consciousness; 2. To enhance the desire for independence; 3. Well-info
3、rmed, broad perspective; 4. The moral quality of instability. In the preparation of teaching materials and teaching, we must take full account of the above-mentioned characteristics of the students in order to more targeted. First, the basic characteristics of high-grade materials Compared with the
4、low-and middle grades, high-grade materials in both form and content and requirements, there is a certain difference. In the form of high-grade materials In addition to longer 2length, the main there are several different types. (A) The proposed type and description folder. This form of texts not on
5、ly has a certain narrative element is lively, but also with the story more fully elaborated reasons. Flesh and blood, reasonable blend, which will help more in-depth education, and raise their awareness of ethics. This type is divided into two different situations. One is the story of truth resides
6、among the reason and the story fully integrated together, such as always think of the dignity of the motherland, arrogance in victory, defeat is not hungry and other courses. Another is the use of reason, or confirm the story leads to description logic. This form of not only increased the sense of l
7、ively teaching materials, but also help students to understand and accept the truth, to follow an example. In the high school textbooks up to this type of texts, such as upright, courtesy, for the motherland to learn, conscious discipline, hard work from generation to generation and so on. (B) deals
8、 with reasoning type. This form is basically revolved around a theme discussed from different angles, while also cited examples, but the purpose is to carry out 3a more reasoned exposition of the viewers. This form of reasoning is full of lessons, thorough, such as a real courageous, respect for all
9、 walks of life of workers, study to distinguish between good and bad, believe in science not superstition and so on. (C) to discuss type. Text only put examples of point of view do not speak, and then ask questions, ask students to discuss; or put both the facts and to talk, but do not make any conc
10、lusions, the students join the discussion. This type of text is conducive to lively classroom atmosphere, mobilize the enthusiasm of the students, inspiring students to actively thinking, active participation, to improve the capacity of self-education. Belong to this type of texts have something hap
11、pens we discussed,Mangrenmoxiang inspiration, generous treat people and so on. In the content and requirements, high-grade materials and low-grade materials in comparison, in somewhat deeper level, the difficulty has been increased, but also highlighted the sensible. By contrast, in the conduct and
12、practice, the better, as a specific low-and middle grades. At a deeper level and degree of difficulty increases mainly in the following two aspects. 4First, the concept of a more complete and accurate. Low-grade students in poor abstract thinking ability, their understanding of things is still at th
13、e level of a specific image, they understand that the moral concepts are related to a certain moral image or linked to specific ethical behavior. For example, what is love for public property, generally can only be answered without damaging the school desks and chairs, no damage inside the park play
14、ground equipment, etc., so the lower grades they talk about caring for a specific public property, in the care of the school year is also talk about property, do not have a full speaking public property concept. Another example of what is necessary to keep discipline, and low-and middle-grade studen
15、ts can only answer in class do not talk, not do little trick, not a specific discipline such as being late, it is not Dachu disciplined nature. Can be seen when they are understanding of the concept of morality is still in the perceptual stage, it does not reflect the essential characteristic of the
16、se ethical representation. High-grade students in practical activities increasing gradually expanded the scope of activities, but also has a certain degree of abstraction thinking ability, their understanding 5of the concept of morality can be up to the rational stage, reaching the level of awareness of essential features. Therefore, high-grade materials on some of the ethical presentation of the concept from the essence of the phenomenon up to m
