Give you a written lesson plan, you can think it over carefully. I wish you immediate success, future colleagues! O(∩_∩)O haha ~

People's Education Press Grade 8 Politics Volume 2 Lesson 8 Consumer Rights and Interests

Key points of knowledge and learning requirements

1, knowledge target

⑴ Understand the nine rights of consumers stipulated in the Consumer Protection Law of China and the important role of protecting consumers' rights and interests.

(2) It is clear that while the law protects the legitimate rights and interests of consumers, consumers should also fulfill their obligations.

2. Ability goal (1) Learn to use wisdom to protect the legitimate rights and interests of consumers, actively learn and master the knowledge about consumption, enhance the ability to judge and choose, and fully exercise the rights of consumers.

⑵ Knowing that the law protects the legitimate rights and interests of consumers, when our legitimate rights and interests as consumers are infringed, we should learn to use legal means to safeguard our rights as consumers.

3. Emotion, attitude and values goals

(1) Cultivate a good sense of rights and self-protection. ⑵ Learn to consume rationally and choose appropriate and reasonable consumption behavior.

Teaching hours: 3 hours, including 2 hours in the first grid and 0/hour in the second grid. We have the right of "God"

Learning objective 1. Emotion, attitude and values: enhance the enthusiasm and initiative to protect their legitimate rights and interests, establish the concept of honesty and morality, improve the understanding of the importance of consciously fulfilling their obligations, and consciously be civilized consumers.

2. Ability goal: learn to find, analyze and solve problems independently, and be able to use the knowledge about the nine basic rights of consumers to guide actual consumption.

3. Knowledge goal: to know the legitimate rights and interests of consumers according to law and understand the necessity of protecting the legitimate rights and interests of consumers.

Key points and difficulties. Key points: consumers' rights according to law.

5. Difficulties: Enhance awareness and ability to protect consumers' rights and interests.

Design concept In the process of teaching design, I think classroom teaching should not only break through knowledge points, but also contact with students' real life and learn rules in life. In the process of learning, create scenes close to students' real life, guide students to pay attention to life and strengthen emotional experience. In economic life, everyone is a consumer and enjoys consumer rights, and middle school students are no exception. Therefore, in the teaching of this class, we designed the activity of "Little Ghost in Charge" to simulate an eighth-grade student, Li Hua. Taking his consumption experience as the main line, with the help of his consumption experience, we realize the position of "God" that is, consumers in social production, understand the necessity of protecting the rights of "God", understand the rights enjoyed by "God", and clarify how to achieve civilization.

Teaching program design

Mainly explain the design of teaching program and teaching activities.

Import Everyone has seen Home Alone, right? I must remember the witty and brave performance of the little hero Macaulay. Today, in this class, we will appreciate the autonomy law. We should learn a very important civil right in economic life: the rights of consumers, that is, the rights of God, together with our "little devil"-Li Hua. Design intention: design the scene to arouse students' curiosity and stimulate students' interest in learning new lessons. Teachers need to be full of passion in order to infect students' emotions and enter the new curriculum full of energy.

Scene 1: Happy "God" Continued Table

Important "God" setting scene: Li Hua is shopping in the supermarket, and it is clear that Li Hua's identity in the supermarket is a consumer, that is, "God".

Activity 1: analysis and discussion

What is the position of consumers in social production? Why should we protect the legitimate rights and interests of consumers?

(Design intention: By enumerating life examples, guide students to realize that everyone's life is inseparable from consumption, so the right of "God" is closely related to us. When analyzing, the teacher's language should be as easy to understand as possible and not too written.

The correct scene of "God" 2: the hapless "God"

Let the students enjoy the sketch "Unfortunate God" and discuss in groups according to the textbook: What rights did the boss in the sketch infringe on Li Hua?

(Design intention: Students discuss and communicate in groups according to the scenes in the sketch and combined with the questions. Master the nine basic rights of "God" through discussion. )

Activity 2: You talk and I talk.

Guide students to illustrate the existence of consumer rights and interests according to what they have seen, heard or experienced in real life.

(Design intention: Through exploration, contact with students' real life and experience the existence of "God" rights. )

Scene 3: The song Dawn

Appreciate the song Dawn and introduce the background of this song. Guide students to realize the consistency between operators' obligations and consumers' rights and interests.

Design intention: Remind consumers of the importance of protecting their own rights and interests from the opposite side, stimulate strong condemnation and indignation against the dishonest behavior of operators, better implement the goal of emotional cognition, and fully embody the moral education function of ideological and moral course. In the process of students' group learning, teachers strengthen the guidance of learning methods and guide students to take the initiative to participate.

Teachers should pay attention to guiding students to explain the existence of consumer rights and interests from the front, rather than just seeing the infringement of consumer rights and interests.

Civilization "God" Scene 4: I am "God". Who am I afraid of?

Ask students to enjoy the sketch "I am God". Who am I afraid of? Think: Is God like this? What do you think of such a "god"? )

Activity 3: Free Forum

What uncivilized behaviors do consumers have? What should I do as a consumer? If you are an operator, what do you want consumers to do?

Activity 4: Improvisation

Ask students to improvise a mini sketch to show the good relationship between operators and consumers.

At the end of the performance, the teacher showed a pair of couplets: "The integrity of operators is the foundation of regulating consumers' civilized consumption according to law", and the horizontal approval is "hand in hand".

Design intention: Recognizing that the law protects the legitimate rights and interests of God, as a God, we should also fulfill our obligations and be a civilized God. Empathy, understanding the consistency of rights and obligations.

Conclusion (Play the light music "To Alice". No rights, no obligations, no obligations, no rights. I hope that in the future economic life, each of us can actively learn the law and usage, not only to be a "god" to safeguard our own rights and interests, but also to be a civilized "god" in modern society.

(Design intention: Put forward hope and extend legal and moral education to future life, which will help to realize the ultimate goal of ideological and moral course. )