The opening and closing report of the development and implementation of the National Character Course

The rapid development of global science and technology, along with a substantial material life for human beings, is accompanied by a series of negative effects. Economic development does not necessarily mean the richness of the spiritual world, nor the loss of values. Therefore, the curriculum reform in all countries pays great attention to the moral and cultural aspects of education, emphasizes the cultivation of children's moral character, and moral education as the focus and difficulty of curriculum reform is highly valued, thus making breakthroughs in the development of moral education theory and practice.

The developed countries in the world are strengthening the study of moral education, speeding up the pace of moral education curriculum reform, and providing a rich experience for the reform of China's national moral education. For example, in 1989, the new syllabus promulgated by the Ministry of Education of the People's Republic of China adjusted the goals and contents of moral education. In order to cultivate the Japanese with "autonomy", the content of moral education reflects the appropriateness, and strives to be consistent with the characteristics of children's physical and mental development; the realization of moral education reflects the stage, from the low-level experiential activities to the higher grades. Activity deduction. In 1994, the 44th International Conference on Education listed character education as one of the first aspects of further education in all countries. The 1996 Second Education Summit in the United States and the 1997 President’s State of the Union Address emphasized the importance of the moral qualities of young people. In the course reform plan enacted in September 1999, the United Kingdom clearly stated that school education should affirm the virtues of truth, justice, honesty, trust, and responsibility.

China has always attached importance to the tradition of ideology and moral education in the country. Since the opening of the "Ideology and Morality" curriculum of the National Primary School in 1981, the moral education reform has achieved initial results both at the conceptual level and at the operational level. However, due to various reasons, it has not been able to effectively realize the practical integration of ideas and operations, which has become one of the reasons for the knowledge, simplification, de-life and adultization in the practice of moral education. As an intermediary of educational philosophy and educational practice, the curriculum must bear the responsibility of changing the moral education's lack of pertinence and effectiveness. On the occasion of this new round of basic education curriculum reform, it is imperative to strengthen the research on national morality education, especially the development and implementation of the national morality curriculum.

Second, the research content of this topic

The research will be based on the new textbooks in the experimental area, focusing on the construction of the national morality curriculum, verifying the morality curriculum standards, and exploring the formation of a curriculum development and implementation system that is compatible with the new curriculum.

Model of moral education

At present, the moral education model with wide influence abroad has ethical cognitive development model, value clarification model, social action model and understanding model. We should learn from these models reasonably and make it the driving force for the reform of moral curriculum in China. Domestically, the more successful moral education models include emotional moral education model, activity moral education model, and experiential moral education model. Each experimental area should be flexibly used according to their actual situation. No matter whether it is domestic or foreign, it is impossible to explain the whole process of moral education. Therefore, in the education of national morality, we can not adopt the binary oppositional thinking mode of "one or the other", and comprehensively affirm or completely negate any moral education mode. Guided by the concept of curriculum reform, we should creatively apply the model of moral education to the development of specific children's moral character, and explore the moral education model that suits the new curriculum in the process of moral education.

The preparation and implementation of new textbooks is a materialized manifestation of the curriculum reform education concept, and a tool for teaching practice. Therefore, this topic will promote the curriculum reform of the experimental area with the help of new textbooks, and actively absorb the education of the experimental area. The teaching reform experience promotes the preparation of new textbooks, and forms a complete system for the work of the experimental area and the preparation of teaching materials.

1. Research on the essential characteristics of morality curriculum

Since the 1980s, the achievements of the moral curriculum reform and the new development of the morality curriculum at the present stage have presented new features that are suitable for the construction of the moral curriculum of China's national conditions.

2. Research on the compilation of national small moral textbooks

Study on the selection and organization of textbook content, research on the form of textbooks, research on the development and implementation of comprehensive resource system

3. Research on the implementation of the national small moral textbook

Classroom teaching reform research:
New textbooks and life traits of moral education teaching new textbooks and active participation, self-constructed moral education teaching new textbooks and complete life input, complete psychological structure participation in moral education teaching new textbooks and democratic participation in moral education teaching materials implementation research analysis:
The teaching materials are used in the actual situation of classroom teaching. The problems encountered in the use of teaching materials. The evaluation of teaching materials by teachers. The evaluation of teaching materials by students. The evaluation of teaching materials in different experimental areas.

4. Evaluation research

Theoretical research on moral evaluation:
The essence of moral evaluation The basic idea of ​​moral evaluation The study of the evaluation of moral evaluation The study of the implementation of moral evaluation:
Clear evaluation content and evaluation criteria Collection and analysis Data and evidence design evaluation tools Clear improvement points and develop improvement plans

Training and training of moral teachers

The new curriculum attaches great importance to the teacher's curriculum participation. Teachers become the constructors and developers of the curriculum. This topic will explore the content and ways of effective teacher training and training, enhance teachers' awareness of development of morality curriculum development, and ensure the development of training and new textbook development. The implementation is synchronized.

In the new curriculum system, the local curriculum and the school-based curriculum are listed as important supplements and curriculum forms of the national curriculum. In the development of moral curriculum, the local morality curriculum and the school-based morality curriculum should also be emphasized. Develop to meet the different characteristics and different needs of different regions and students.

1. Development of the local curriculum of morality

2. Development of the school-based curriculum

Research on the construction of morality curriculum resources

Character curriculum resources are the foundation of the moral curriculum. Apart from the textbooks, it also includes all kinds of resources in the family, school and social life that contribute to the development of students' moral character.

1. Screening mechanism for morality curriculum resources

2. Development and utilization mechanism of morality curriculum resources

Research on the relationship between the character curriculum and other courses

1. Research on the Connection between Morality and Life and Morality and Society

2. Research on the connection between the national morality curriculum and the middle school morality curriculum

3. Research on the connection between morality courses and other courses

Third, the degree of innovation of this topic