Female-to-male: I live on farming

I accidentally posted the wrong chapter, and Tomato can't delete the chapter, so this is the only way.

According to the requirements of the "Compulsory Education Moral and Legal Curriculum Standards (2022 Edition)", the main learning themes involved in this unit are: legal education, Chinese excellent traditional culture education, national conditions education, etc. The specific requirements are as follows: Understand the laws and regulations on environmental protection and establish the concept of ecological civilization. Carry forward the core concepts of Chinese excellent traditional culture of benevolence, people-oriented, honesty, justice, harmony, and unity; understand the Chinese nation's concept of honor and disgrace of filial piety, loyalty, courtesy, righteousness, and shame, and the social trend of respecting virtue and goodness and learning from the virtuous; understand the ideal pursuit of Chinese excellent traditional culture of self-cultivation and governance, and temper noble personality: feel the sense of responsibility that every man has the responsibility for the rise and fall of the world, and cultivate patriotism. Know the overall layout of the "five-in-one" of coordinating and promoting economic construction, political construction, cultural construction, social construction, and ecological civilization construction (2) Textbook analysis 1. This unit shows the historical achievements, practical challenges, and positive responses made in my country's cultural construction and ecological civilization construction from the two perspectives of "guarding the spiritual homeland" and "building a beautiful China". 2. Lesson 3 "Watching over the Spiritual Homeland" mainly talks about the characteristics and influence of China's excellent traditional culture: the connotation and role of Chinese traditional virtues: the connotation and role of the core socialist values, etc. It helps us understand that China's excellent traditional culture has accumulated the deepest spiritual pursuits of the Chinese nation, represents the unique spiritual identity of the Chinese nation, and has always been a strong spiritual pillar for the Chinese nation to thrive, develop the great national spirit, and grow stronger. It is an inexhaustible spiritual driving force that inspires the Chinese people to strive for the realization of the Chinese dream. It is necessary to guide students to inherit and carry forward China's excellent traditional culture and watch over the common spiritual homeland of the Chinese nation. 3. Lesson "Building a Beautiful China" mainly talks about the population, resources and environmental situation facing our country: the relationship between man and nature; adhere to the path of green development. Help us understand: in the face of challenges, we must adhere to the basic national policy of family planning, saving resources and protecting the environment, implement the strategy of sustainable development, build ecological civilization and a beautiful China, and build a homeland for life. () Analysis of the learning situation Ninth grade students have some understanding of the excellent traditional Chinese culture in terms of emotions and knowledge experience. Some students may have mastered certain traditional cultural skills, such as being exposed to national musical instruments, calligraphy, Chinese painting, paper cutting, being able to recite traditional classics, knowing or visiting famous domestic cultural attractions, and understanding the deeds of some Chinese historical celebrities, etc. However, students' understanding of the excellent traditional Chinese culture only stays at the general knowledge and operation level, and they do not have much understanding and thinking about its deep cultural value and significance. Their understanding of revolutionary culture and advanced socialist culture is not systematic and in-depth. Regarding the core socialist values, students generally only stay at the level of cognition and memory, and have a shallow understanding of the specific connotation and significance of the core socialist values. Ninth grade students have some experience and understanding of the population, resources and environmental problems faced by my country in the process of rapid development, and have some understanding of green lifestyles and ecological civilization construction. But in general, students' understanding of the essence of population, resources and environmental problems is not deep enough and has a certain one-sidedness. They do not have a good understanding of the historical inevitability, necessity and urgency of solving these problems, and their analysis of problems tends to be extreme. Students have a poor understanding of the relationship between man and nature and