Research On The Design Of Primary School Moral Character And Social Teaching In The Teaching Of Role - Playing

The new curriculum reform has put forward new requirements to the moral education. To cultivate students’ emotion, attitudes and the values have become the focus of teaching. However, the current moral education has some problems in teaching mode and teaching method. And role playing teaching is a kind of teaching mode, which is based on the cultivation of students’ correct social behavior and values. It emphasizes educative nature, life nature and sociality, and it is in line with the value pursuit of moral curriculum. This study explores the application of role playing teaching in primary moral and social curriculum teaching design to promote primary moral education.To understand the current situation in primary moral and social curriculum role playing teaching, this study conducted a questionnaire survey and interviews on 3-6 grade students and teachers who are teaching moral and social curriculum from the west campus of ML primary school in Yangzhou city.The survey found that there were problems, such as, teaching goals are not clear, and there is a tendency to take cognition seriously but ignore practice; teaching activities seeks form blindly and ignore the connotation; the teaching method is single and lack of flexible combination. Based on the results of the survey, by combining principles of instructional design and the process of role playing teaching mode, this study has carried on the effective teaching design on the Unit’ I am the master of the class’ selected from Su Jiao Ban moral and social curriculum of fifth grade (One). And it has further refined the design of the text called ’Right in my class’, and it has been practiced in teaching.According to the teaching practice, role playing teaching in the moral and social curriculum has unique application effects, such as, it creates a kind of good classroom atmosphere and stimulates students’ interest in learning.And it highlights life nature of Moral teaching and enriches the students’ life experience. Also, it prominents the practicalness of Moral Courses and realizes the unity of knowing and doing in the process of moral education. Of course, during the practice, some problems have been encountered, such as, students’ participation is not enough positive and the performance is not in place; teachers’ role positioning is not allowed and combination of teaching methods is not in place. Aiming at these problems, we require to ensure the active participation of students, teachers create situations properly and position their role correctly, and realize the complementary of multiple teaching methods.