Investigation report on moral education work in schools in Henan, Jiangsu, and other places
Investigation report on moral education work in schools in Henan, Jiangsu, and other places
Writing: Zhong Li, Deng Xiaofu, Wang Lizheng Abstract: The basic situation of the investigation activities II. The element of moral education contained in the school—analysis of the characteristics of moral education III. Enlightenment and reflection 4. Suggestions 1. Basic information of the investigation activities Moral education is the focus of school work, and it is even more difficult. What is the current status of middle school moral education? Where does a person's moral growth begin? What are the moral education elements contained in the school? How to improve the effectiveness of moral education? With such a problem, with the platform of the eighth phase of the senior middle school principal seminar, Zhong Li, Liu Boning, Deng Xiaofu, Wang Lizhen, Gesang Luobu and other five principals formed a school moral education research group to try to solve the above problems. Explore.
The study is divided into three phases. First, the preparatory stage, through theoretical study, group discussion, expert guidance, formulate research plans and prepare questionnaires; second, the investigation stage, through in-depth school observation, interviews, questionnaires, etc., investigated the moral education in middle schools; It is the stage of analysis and research, sorting out the materials and materials obtained from the investigation, and drawing conclusions.
During the inspection, a total of 19 schools were visited, including 5 in Shanghai, 2 in Jiangsu, 12 in Henan, 9 sessions, and 220 questionnaires on class work.
Second, the element of moral education contained in the school - the characteristics of moral education The influence of moral education on the principal of the principal is the soul of a school. The vision of the principal determines the vision of the school. The pursuit of the principal determines the pursuit of the school, the character and taste of the principal. With the character and taste of the teachers and students of the school, a principal full of ideals, passion, human care and artistic literacy is the best moral education resource in a school. This is deeply felt when we visited Shanghai and other places. Looking back at the school that passed, the president of Shanghai Caoyang Second Middle School affiliated to Lu Guiying, the president of Henan Second Experimental Middle School, the president of Henan Anyang No. 8 Middle School, and the president of Kaifeng Qiushi Middle School, Zhang Jianping, undoubtedly left us unforgettable. And a deep impression. The common characteristics of the four principals are modest, simple, tolerant, peaceful, full of educational dreams and pursuits, teachers as partners, and education as a career that they love and strive for. The artistic literacy of President Li Han and President Zhang Jianping, the literary accomplishment of President Wang Fengjie, the tolerance and humility of President Lu Guiying are reflected in different forms in the school culture and the manners of teachers and students. The four principals have mixed feelings. Personality characteristics and educational goals, such as: attach importance to interpersonal relationships, pursue the equality of teachers and students, and spiritual equality; in the goal of educating people, President Lu proposed "cultivating the Sunshine Youth", and President Li pursued "Let every child With a sunny mindset, President Wang believes that "being a healthy person" is the most important. President Zhang Jianping wrote in her book "Pavresh Middle School in China": "...we can't change the status quo of Chinese people and the fierce competition in employment. But we can change ourselves and change our education. The idea is to keep pace with the development of the times; to change our teaching methods to make them more in line with the students' psychology; to change their working attitudes and to influence students with a positive and optimistic outlook on life."
The ideal pursuit of the principal, the working atmosphere of equality and harmony with the teachers, and the honest and friendly interpersonal environment created by the principal are often more culturally fascinating. When we were in Shanghai Times Middle School, the students found that President Wu Zhiwei, who was talking with us on the playground, came out from the classrooms of several floors and said hello to President Wu. The relationship between teachers and students is evident. When President Zhang Jianping summed up her experience in running a school, he wrote: "My success proves that modern society, no matter doing business or doing business, needs people's savvy and savvy, but it needs people's honesty and pragmatism. For those who are honest and practical. The society is extraordinarily patronizing and extra-tolerant." Several principals have gathered the educational resources of the school with their unique personality charm, leading the teacher culture and directly bringing them into the practice of cultural education through the teacher culture, and presenting them in an individualized way, so that several schools are obtained. An extraordinary development.
In the demonstration of moral education in the teacher's demonstration, Mr. Xiao Chuan, a professor and doctoral supervisor of Beijing Normal University, wrote in the book "Wisdom and True Feelings of Education": "I have advocated, aesthetic education, starting from the teacher's appearance; moral education, from the teacher's Words and deeds begin. Teachers are important students of the students. Teachers are very valuable in the cultivation of manners, expressions, oral expressions, dresses, eyes, etc." So, in the investigation, we locked our eyes on the teachers and observed the students through the teachers. Through students' observation of teachers, we are in Shanghai Experimental School of Xuhui District, Shanghai, Shanghai Yucai Junior High School, Times Middle School, Patriotic School, Henan Second Experimental Middle School, Zhengzhou Huimin Middle School, Anyang No. 8 Middle School, Luoyang City. Teachers, Kaifeng Qiushi Middle School, Zhengzhou 26 teacher contact and interviews really felt the teacher's dedication, enthusiasm, unity, friendliness, decent and good spirit. At Yucai Junior High School, we were fortunate to have an interview with Chen Fengying, a music teacher who has been teaching for 33 years and has been a 26-year class teacher. She has an understanding of her career, her understanding of class work, and her deep love for her students. From her happy smile, we once again felt the importance of teachers to the growth of students. Among the 19 schools we visited, the principals spoke of the importance of the construction of the teaching staff. For example, the Luoyang City No. 2 Middle School, which is extremely difficult to transform into a school, has a good social reputation and simple, A diligent and enterprising group of students, approaching teachers, from a team of teachers who are united, energetic, youthful, and passionate about life, we have seen a large university with 4,700 students and 78 classes in the environment and facilities. Well managed in a relatively backward situation. Zhengzhou 26 has strengthened the professional consciousness, responsibility consciousness and demonstration consciousness of each teacher through the full tutor system. Through the typical model and set an example, Shanghai Times Middle School has formed a teacher-education atmosphere that teaches and educates people, and makes all faculty and staff become practitioners of ethics. Mr. Xiao Chuan added: "The professional quality of teachers is a high-quality education. Conditions, this high-quality education certainly includes the ideological and moral education for students." We are convinced that the morality of education comes mainly from the morality of teachers, and the moral personality of teachers is the most important resource of moral culture. As Suhomlinski said, “teachers become moral leaders of students, not because he always talks about the principles, but because of his attitude towards people, his attitude towards future citizens, and his ability to be a teacher. Because he has a high moral standard."
"Education is the most subtle contact between people and the soul." The moral personality of teachers is the foundation of education. Therefore, teachers should influence their education students with their words and deeds, conduct, virtue, etc., so as to educate people. We believe that teachers who are cultural people should have a good cultural heritage, elegant temperament, and good quality. As a teacher of scholars, you should have the same knowledge, skills, and attitude of continuous learning.
Moral education in the class construction middle class is the basic element of the school, the class is also the most basic position for students' self-development. It can be said that without independent education and self-development in every class, independent education and self-development at the school level are like castles in the air. The class construction mainly refers to the class culture construction. He includes the personality charm, appeal, self-interest and personality of the class guide. Through the questionnaire, we know that each school has various types of class guide training, and class culture construction. There is not much involved. During the inspection, we observed that a good class must pay great attention to the construction of class culture. Teachers usually establish class beliefs, formulate class rules, borrow famous quotes, create class songs, improve class organization, and enrich class activities. Such as optimizing the class environment, establishing teacher-student communication and home-school interaction mechanism, cultivating the community awareness of the class, improving the organizational management ability and cohesiveness of the class, and promoting the moral self-construction of class members. The class construction of Shanghai schools is very distinctive, such as: the class guides at the entrances of the classrooms of Yucai Junior High School, the warm atmosphere of the home in the classroom; the ideal of the school president in Kaifeng is the most intimate Home, so each class has a warm name: 憩 Paradise, New Star Shine, Sun God, Happy Home, Sunshine Zone, Feimengyuan, Dream Boat... There is a small blackboard at the entrance of each classroom. On the small blackboard, "the gardener's heart language" is written, and the teacher and the student pass a warm conversation; the classrooms at the classrooms of the Huaiwen Middle School in Xiangyang, Jiangsu Province have class goal pursuits; Xu Wei District School Attachment He Weiwei teacher The organization's theme class will be hosted by students from beginning to end. Through narrative, reflection, performance, and storytelling, the students will explain the diligence of achieving ideals and relying on down-to-earth and perseverance. This kind of communication between students effectively realizes the self-education of students. During the inspection, we issued a total of 220 questionnaires on class work and class culture construction, and recovered 220 copies. From the incomplete investigation, we found that, overall, the school's class leader team is younger, and the class leader team is 73. % are young and middle-aged teachers under the age of 40. They are young and energetic. 95% of the class leaders have received relevant job training. 84% of the respondents are engaged in class work for more than 5 years. 69% of the class members are extroverted. Type personality, 94% of class leaders believe that: respect students, democracy and affinity, rigorous and meticulous, caring for students, strict requirements for students, organize various types of class activities, create a united, enterprising and positive atmosphere in the class is to do a good class culture The key to construction, and in the student questionnaire, we found that the class guides that students like have the following characteristics: strong sense of responsibility, enthusiasm and cheerfulness, approachable, amiable, fair and equitable, versatile, caring and trusting students, strict requirements for students, good at motivating students . When children answer one of the most memorable things in their growth and have the greatest impact on him/her, 92% of students write about an event, such as: ball games, sports games, speeches, hiking, tug-of-war, candlelight evenings, singing In the competition, when talking about the people who have the greatest influence on their growth, 71% of the students chose the class guide. Therefore, it is not difficult to see that a good class leader, a good class group plays a role in the growth of the students. Crucial role.
In the intellectual education activities, moral education talks about moral education in schools. Everyone will naturally think of moral education and youth league committees. They will think of class guides and various moral education activities. The teachers of the department are only simple knowledge transferers. Even if they involve moral education, they are also a little bit of water, or they are forced to moral education. Infiltration of teaching requirements, it is not known that moral education runs through the whole process of intellectual education. President Dong Junwu of Shanghai Yucai Junior High School repeatedly emphasized that the main channel of moral education is in the classroom. He said: "We do not deny the positive educational effects of social practice, theme education, team activities, etc., and even some can arouse the shock of the students' minds. We must recognize that the classroom is both the basic way of teaching and the basic way of moral education. Students spend most of their time in the classroom, and their words, deeds, and actions are all about the students' moral education and behavior. The ability to improve the effectiveness of moral education, the timing of education is an important factor, as a qualified teacher must be able to grasp the students' words and deeds in the classroom, timely education, this education may be just teachers One sentence, one action, even one eye, and its educational effect is remarkable. Such moral education is real. For example: independent homework, practice and exams, this is honesty education; class is not late Early leave, this is punctual education; compliance with curriculum discipline does not affect other students, this is self-discipline Education; learn to listen to teachers' explanations and classmates' speeches. This is respect for education; actively participate in class discussions. This is cooperative education. Everything that happens every day in the curriculum contains profound material for moral education. The key is how teachers recognize these things. Materials, and use these materials to carry out moral education."
Professor Guo Sile of South China Normal University once discussed the relationship between teaching and moral education in the book "Sports Education": In the teacher-based teaching, students are tired of learning, suppressed, and unmotivated, which is a major source of moral education. On the contrary, when students are passionate about learning, high-spirited and hard-working, our moral education work has a very good foundation. Similarly, Prof. Xiong Chuanwu from Shanghai East China Normal University also focused on the study of moral education with the improvement of classroom efficiency as a breakthrough. In his monograph "Understanding Education", it is proposed that the construction of school moral field should start from the teacher's understanding of students and start from teaching. He proposed a lot of classroom teaching strategies, such as: interest integration, close to the game, special rewards, entrusted with heavy responsibility, light point expansion, paradigm speech, feeling success, anonymous communication, typical guiding, planning, unity, suggestion, 21 strategies such as actively waiting for, helping to solve difficulties, natural division, and teachers and students. The strategies he proposed undoubtedly put the focus on students and students' attention in the first place, and tried to improve the interest of students in learning, helping students build self-confidence and enjoy the success of overcoming difficulties by helping them solve difficulties and natural materials. To achieve the purpose of teachers and students. Mr. Xiang Shilong, a teacher at Shenzhen Xuefu Middle School, established a relationship of equal trust with students with learning difficulties through a natural strategy, which made students like mathematics, love mathematics, and formed a good personality that dares to face difficulties and is not afraid of accepting challenges. Quality, the discipline taught by the teacher also jumped from the bottom of the year to the top of the grade. He personally concluded that respect, care, trust, and equal and harmonious teacher-student relationship with students are the key to his success. The rigor, affinity, and fraternity of teachers, as a form of behavior, will profoundly affect students and gradually form the way students treat others, affecting students for a long time or even a lifetime.
During the inspection, we also lost the opportunity to enter the classroom, such as: Lu Jianting, teacher of Shanghai Yucai Junior High School, Wu Yan, teacher of Caoyang Erfu Middle School, Yang Jian, teacher of Times Middle School, Lu Zhenying, teacher of the Patriotic School, Chen Ximei, teacher of Zhengzhou No. 4 Middle School, Zhengzhou City Although Liu Zhengfeng, a teacher of the Eighth Middle School, said that the teaching styles are different and the disciplines are different, they all attract and impress students with their rigorous attitude, democratic style, good personal qualities and attractive classroom teaching. The elements of moral education deep in the discipline also permeate the students in their natural way. For example, Mr. Lu’s English class at Yucai Junior High School combines the theme of the unit to integrate air pollution, water pollution and environmental protection into his own teaching. He also asks students to find the cause of pollution through a pre-class social survey, form a report, and then work with the students. Look for environmental protection measures to arouse students' attention and thinking about the quality of the global environment on which we depend. The main channel of moral education emphasized by President Dong Junwu in the classroom has found the best annotation here. Teacher Yang Jian of Times Middle School did not say moral education in her physical education class, and every aspect of her teaching was related to moral education. The orderly classroom, the students’ full enthusiasm, and the strong interest in physical education classes, when the group cooperated The concern for others, the sense of teamwork, and the atmosphere of collaboration are all in the air. Liu Zhenfeng, a teacher from the Eighth Middle School of Zhengzhou City, guided the students to explore the harmonious beauty of mathematics and the beauty of novelty with the poet's sentiments, affectionate monologues, beautiful geometric images and graceful music. It showed us the mathematics' "beauty and beauty."
Just as the famous German educator Herbart believes that the ultimate goal of teaching is to form five moral concepts through teaching and cultivate moral character. The mainstream of current world teaching theory also regards teaching as the transfer of knowledge, the development of ability, the shaping of individuality, and the cultivation of ambitions.
Mr. Tao Xingzhi, a well-known educator in the life experience, believes that “life is education” and “society is school” emphasizes the relationship between education and real life, and builds education on the basis of life practice and social practice. He believes that life is an activity carried out by human beings for survival and development. Life education is a lively and lively education based on life. Everyone works for all the time, and everyone receives life education all the time. What kind of life, what kind of education, the life of labor is subject to the education of labor, the noble life is subject to high education, the life of art is subject to art education, and the healthy life is subject to health Education, through the whole life, is educated throughout life. Therefore, the social phenomenon of education originates from life, and life is the center of education. Education should serve the life and play a role in the life of transforming society. Life education should of course include moral education. Moral education also originates from life. It can be seen that to play the role of moral education in school education, we must not leave life, but should focus on life as a center for moral education. The Eighth Middle School of Zhengzhou City and the Second Experimental Middle School of Henan Province, Kaifeng Qiushi Middle School can be called a model of practical life moral education. Zhengzhou Bazhong has its own comprehensive student education practice base. Students have their own “science package”. The base has life camps, labor areas, weather stations, model airplanes, solar installations, etc., which are closely related to students’ current and future life. The venues and facilities suitable for students to explore and practice, and the series of courses developed by the school to "feel the change of nature", "recognize the charm of nature", "happy experience, surpass self", etc.; second in Henan Province In the experimental middle school, the activities of the same boat, the stormy life road, the psychological drama show, the candlelight party, the camping training, the honest speech, the art festival, etc., let the students fully experience the joy of unity and cooperation, the interest of transposition, the mutual appreciation of teachers and students. The beauty of nature, the heavy responsibility, the difficulty of parents, the difficulty of life, the value of honesty; Kaifeng Qiushi Middle School takes activities as the carrier, students as the center, experience as the foundation, and the purpose of feelings, let the students fully taste What is learning life, what is high quality, unforgettable school life. The activities are varied, full of fun, fun, childlike, true feelings and care. Such as: "carnival one night" field activities, reading festival series activities, today my family activities, Xiaoxing selection activities, product marketing, social survey, field training, survival training, Yellow River hiking, warm winter, country fun games, brain games, Seasonal style competition, unlimited communication, hand in hand, community service, self-organized concerts, opening ceremony, scattered school ceremony, graduation ceremony and other colorful activities inside and outside the school. When we recorded these activities in words, we felt the good intentions of the school, felt the greatness of the teachers, felt the happiness of the students, and understood why a private school with only 59 people could develop into a near The 4,000-year-old university has become a prestigious school for parents and students. As the parents said, truth-seeking is not only to seek knowledge, but also to be a good student. It is a good school that is truly responsible for the life of the students.
Many scholars in the culture of moral education are involved in such basic factors when they talk about school culture: common value system, code of conduct, communication, habits, mode of thinking, style, specific environment, atmosphere, tradition and style. Etc. As individuals can develop unique temperament, each school has its own unique style. Such as |: Shanghai Yucai Junior High School, Times Middle School, Patriotic School, the former site of Jiangsu Huaiwen Middle School, and the eighth middle school of Anyang City, which are in the place of the projectile, we feel the rich cultural atmosphere and the history, the school building is not What is too important to draw our attention is the elegant principal, the enthusiastic staff, the lively and lovely, courteous students, the orderly environment; let us linger on: the fascinating couplet and the excitement Celebrity famous sayings, working mottos, stimulating mottos, and fascinating works of teachers and students; the kind of unspeakable respect between teachers and students, sincere and friendly and friendly with us; we remember I lived in the spirit of the school, "Holding the ancient and modern trees, and keeping the Chinese and the Chinese in the world." I realized the profoundness of "love and slogan, and always be grateful."
What is edification? Mr. Xiao Chuan wrote in his essay "The Form of the Existence of Education": "The first important form of existence of education is edification. In a certain situation and atmosphere, through the appeal and appeal, Full of sincere narrative, unfolding or the attitude and feelings naturally exposed in the human beings, giving the students a subtle influence, playing the role of spring rain and moistening the sound. The value orientation deviation of the hidden curriculum moral education is the deviation of the moral orientation of the moral education. Emphasis on established ethical knowledge, neglecting the cultivation of students' basic morality and character. When ethics conflicts with students' life experience and actual thinking, students can only be passively obeyed and blindly obeyed and reduced. The reality, pertinence and moral education should be motivated and guided, so that students can easily form a dual personality of oral separation and life behavior. In particular, it is pointed out that in the school-running thinking, some schools blindly pursue the campus environment. High-grade, elegant; for the so-called "brand" effect, "prestigious school" style, but also In response to the examination and evaluation of the higher authorities, the school has done a superficial article, which is far from the emotional experience of the students, which aggravates the division of students' personality. The second is the deviation of the functional orientation of moral education. Moral education is not boldly motivating and guiding students, but trying to restrain and prevent Students, such moral education has obvious one-way indoctrination in information transmission, and its motivation is external and will not be internalized as student demand.
The neglected problems of moral education still exist. Although all schools are able to clearly understand the basic status of moral education in the whole education and make unremitting efforts for moral education, compared with the teaching of subject courses, moral education is still being placed. To be in a position. In some schools, moral education is seen as a separate educational activity that deviates from the overall life of other students and students. The main energy of the principals and teachers is in the subject teaching, and the rate of attendance is being improved. Because this is the requirement of the educational selection function, it is the requirement of the social group for the school, the only ultimate requirement of the parents for the child, and also the necessary condition for the survival and development of the school. In this social context, the social responsibility of principals and teachers is not very strong. The goal of moral education is only limited to students who do not have big problems in school. They generally do not pay much attention to their future adulthood and development. Therefore, the moral education work first showed irrationality in the division of labor. Generally speaking, the school moral education is in charge of the school party branch secretary or vice president, and the principal who has mastered the school personnel and financial power is not much concerned with moral education. The personnel and strength of the moral education institutions are very thin. Only rely on moral education curriculum, team organization, class guidance and specialized moral education institutions to carry out moral education. As the most important force of moral education, the main focus is on solving students' learning problems and paying less attention to students' moral education. Other teachers in the department do not care about moral education, and they do not form the joint force of all the schools and the whole staff to grasp moral education in all time and space.
The fact that the effectiveness of moral education is not strong still exists. Although most schools have actively carried out the exploration of the effectiveness of moral education and adopted a series of measures, compared with the subject teaching, the exploration of each school is still in a state of mutual governance. Communication, moral education methods and approaches are still immature, research is not thorough, and there is no theory to form a complete system. There is a lack of understanding of the essential characteristics of life, activity, and generativeity in the process of moral education. It is thought that moral education is just like the teaching process. It instills the established moral education content through the moral education curriculum, like the examination of moral education, and measures the moral cultivation of students with scores. . Schools and teachers have not established a new concept of moral education curriculum, and still advocate "infiltrating moral education content in subject teaching" to separate moral education from teaching. As a result, this penetration appears to be blunt and pale. Too much pretense has caused students' resentment. Students in moral education and outside of moral education have emerged as "spiritual dissociation" in the process of moral education. Second, there is a tendency of formalism in the process of moral education. Originally, school moral education lacked an effective carrier. Most schools had to adopt various ways to design various activities to implement moral education. These activities lacked interrelatedness, could not be gradual, and were not in harmony with the students' internal needs. Some activities are only based on moral education. When designing activities, simply consider the moral education tasks issued by the superiors, less consider the students' actual moral foundation and moral needs, and even explicitly tell the students that "we want moral education now", and moral education activities are not attractive. School moral education lacks innovation, lacks characteristics, and has no effect. Many schools follow the traditional inefficient methods, the indoctrination of the concept of moral education, the emotional experience of light students; the ethical norms of commonality, the internal shaping of light students; the restriction on the behavior of people, the encouragement and development of light people; Sexual evaluation, light process evaluation. In some schools, the moral education is too high, the pursuit is too perfect, and it is out of the ideal of the student's life. Some schools have neglected the role of teachers in demonstrating students. The principals and teachers have different words and deeds. This can be seen from the reception of some principals and teachers, which has caused the students' personality to split to some extent. In a school in Luoyang, the campus is full of famous sayings about the moral cultivation of students. The students see the outsiders on the surface politely, and the swear words on the desk are horrifying. The team crossed the railing and other classmates and teachers did not care. Classroom teaching is the main channel of moral education, which has been understood and recognized by most teachers, but in the specific operation, it seems so blunt, one is too high, and the other is too straightforward to be recognized by students.
The ethical evaluation of polarization is becoming more and more fierce. The moral evaluation of students is too simple and sloppy. One living person, the inner world is rich and colorful, and the moral performance varies widely. However, in the teacher's evaluation system, it is expressed in the performance notice. A few words, the content is similar. In the evaluation of students' progress, they are influenced by the rate of enrollment, and the students in the teachers are so perfect. Here, the evaluation of moral education completely loses its due role; the other is that some schools ignore the morality of students. Evaluation, one-sided pursuit of quantitative evaluation of students' moral performance. The school has developed a series of quantitative assessment systems for students' ethics. The evaluation content ranges from dozens to hundreds. According to this system, all the growing students should be "sages." In the end, this kind of evaluation pursues perfection, is to show it to others, and also loses the role of evaluation.
The social environment of moral education has not really formed. From the external environment of the school, moral education still has not received the real attention of the local government and the whole society. The government attaches great importance to moral education. It is generally limited to issuing several files and conducting several inspections. It does not specifically study and solve the practical difficulties encountered in moral education. "It is important to say it, to do it second, to be busy, not to have problems. Shouting." The news media is keen on hype for the problem of students' moral misconduct, and completely attribute the root of the problem to the moral education mistakes of the school, instead of doing deep analysis. Some NPC deputies and CPPCC members have accused the school of work, including moral education. Moral education is regarded as a unilateral act of the school. As long as the school works home, everything will be “all good”. The school carried out moral education in the cracks, and the principal's teacher became the "fire brigade captain." On the other hand, the content of moral education is too much to pursue the sublime realm of “beauty”, too idealistic, too vague, and seriously out of touch with the life experience of students in the social transition period. The strong impact of money worship, hedonism and vulgar culture on moral education has made the school not only unable to make good use of social resources, but also weak in the face of ugly phenomena.
Fourth, several suggestions to achieve unilateral moral education to the "great moral education" transformation Moral education is a complex systematic project, students are not only the organizational cells of the school, but also the organizational cells of the society, the ultimate effectiveness of moral education will first benefit the society, any Groups and organizations have an unshirkable responsibility for the moral education of students. Therefore, it is necessary to form a joint effort of the whole society to support moral education, establish and improve the moral education network of the family, school and society. The family is the foundation, the school is the key, and the society is the guarantee. The state must constantly reform the high and high school entrance examination system, weaken the intellectual competition for further studies, strengthen the comprehensive assessment of students, and strive to eliminate the impact of exam-oriented education on school moral education, and provide a good social environment for the school to effectively carry out moral education; as a school, It is necessary to actively develop community moral education resources, let students participate in social reality through experience, and internalize the old and the young, united and help each other, hardship and simplicity, revolutionary heroism, labor concept, aesthetic taste and so on into their own consciousness.
In the school, it is necessary to change the moral education of the specialized moral education workers and the class guides into the joint efforts of the whole staff to grasp the moral education. It is truly a conscious action of all educators to make "the school has no small things and educate people everywhere." In the daily study and life, we gradually cultivate students' noble moral sentiments in the education of catching up and down.
The realization of the transition from the moral education to the development of moral education is to constrain the student behavior with the established moral norms, and ignore the students' emotional experience, which affects the students' moral self-awareness, self-determination right and wrong and self-selective ability. It is necessary to realize the transformation of moral education to the development of moral education, and to turn "the moral education with people" into "the moral education with people as the good". The development of moral education must first reduce the focus of moral education, and the content should be concrete. At present, some schools have serialized the content of moral education, such as: Qingdao No. 26 Middle School, Guiyang Second Experimental Middle School, etc., according to different sections and scholastic ability, from the development Starting with education and gradually deepening into ideal education is a very good innovation. Secondly, we must establish a healthy school culture, including environmental culture, classroom culture, corporate culture, institutional culture and other aspects, so that students can always carry on. The experience of a healthy culture has made this culture a basic hypothesis and gradually internalized. Third, we must reform the evaluation mechanism of moral education. For the development of moral education of students, we should not use the final evaluation of the semester or the end of the school year as the only means, but regularly organize students to reflect and peer review, and encourage students to appreciate and praise. others. Studies have shown that incentives from peers are much better than incentives from teachers. Here, the teacher is not inactive. In addition to discovering the bright points on the students, he also encourages the students to be motivated, and to be targeted rather than blind, from the heart rather than the compliments. To enable students to continuously experience successful experiences in two-way and multi-directional interactions, learn to judge, feel morality, and experience morality. China's niche is in the stage of personality development, and the ability to judge right and wrong is still immature. It is inevitable that moral misconduct will occur. There is no need to yell at it. We can guide it, let it reflect, or we can help it through the help of our peers. Get inspired. For students with serious misconduct, they should not rule out appropriate punishment. Through punishment, the students who make mistakes should bear the responsibility for their own actions, accept the frustration education, and set a clear boundary between the other students. Of course, this punishment should be based on good intentions and achieve the purpose of goodwill.
Realizing the transition from a single moral education model to a diversified and individualized moral education According to Herbart's theory, educational purposes have both unity and diversity. Unity is the "essential purpose" and diversity is the "possible purpose." While creating the same requirements for students to abide by the law, love the motherland, and communist outlook on life, values, etc., we should pay full attention to the influence of pluralistic values on the development of students' personality. According to the local, the school's natural resources, human resources and cultural resources, we will construct a moral education model that is in line with the local and the school's reality and has distinctive personality characteristics. Especially in ethnic minority areas, all ethnic groups have their own traditional culture of games, and this culture is eroded by foreign unhealthy cultures, and the original features are basically preserved, which is worthy of our full exploitation. We can use ethnic cultures such as folk songs and dances, rap, and sports as carriers to carry forward national traditions and inherit national virtues. Students can experience not only the happiness of mind and body but also the moral emotions in the form they like.
Realizing the transition from closed moral education to open moral education Deng Xiaoping pointed out: "Education must face modernization, face the world, and face the future."社會的發展，時代的變遷是和學生的成長息息相關的，不斷出現的新生活，為德育工作帶來了新的機遇和挑戰。當代的大眾傳媒、網路文化、“超女現象”、服飾言行的巨變，都說明新的社會方式出現了，新的問題也產生了，而且這種巨變還會不斷發生，甚至越來越劇烈。學校的德育不僅無法迴避這些問題，也不必要迴避這些問題，而要向這些新問題開放，我們要敢於“面向”。如果把這些現象引入到我們的德育領域，交給學生，在老師的引導下，讓學生開展明辨其中是非曲直的討論，是可以很好的培養學生的道德判斷能力的。前些年出現的“卡拉OK”現象，不僅成為社會的主流文化手段，也成為了學校最重要的文藝活動形式，正好說明了新的生活方式完全可以進入學校德育領域。
德育的開放還要面對學生個體，因為生命系統的本質是開放系統。我們在德育中就要以人為本，認可他人的權利，鼓勵學生與他人對話，彰顯學生的個性，隻要這種張揚不危及他人和社會，都應該得到尊重。這就要求我們不壓製學生，不強求統一，才能使學生健康發展。
德育是事業，德育是過程，德育是目的，德育永遠有新的課題擺在我們面前，我們當不斷探索，不斷創新，以適應社會的發展和變革。
附：主要參考文獻
1、單中惠、朱鏡人主編：《外國教育經典解讀》，上海教育出版社，2004年9月版
2、沈玉順主編：《走向優質教育》，華東師範大學出版社，2006年2月版
3、朱小蔓主編：《中國小德育專題》，南京師範大學出版社，2002年3月版
4、田正平、肖朗主編：《中國教育經典解讀》，上海教育出版社，2005年12月版
5、賀優琳著：《中學德育的新探索》，華東師範大學出版社，2004年10月版
6、陸有銓主編：《教育理論與實踐》，文匯出版社，2003年12月版
7、張建平主編：《中國的帕夫雷什中學》，中國新聞出版社，2003年11月版
8、肖川著：《教育的智慧與真情》嶽麓書社出版，2005年3月版
9、熊川武 江玲著：《理解教育論》，教育科學出版社，2005年4月版
10、郭思樂著：《生本教育》，人民教育出版社，2001年版。
11、胡惠閔著《校本管理》，四川出版集團、四川教育出版社，2005年8月版
Writing: Zhong Li, Deng Xiaofu, Wang Lizheng Abstract: The basic situation of the investigation activities II. The element of moral education contained in the school—analysis of the characteristics of moral education III. Enlightenment and reflection 4. Suggestions 1. Basic information of the investigation activities Moral education is the focus of school work, and it is even more difficult. What is the current status of middle school moral education? Where does a person's moral growth begin? What are the moral education elements contained in the school? How to improve the effectiveness of moral education? With such a problem, with the platform of the eighth phase of the senior middle school principal seminar, Zhong Li, Liu Boning, Deng Xiaofu, Wang Lizhen, Gesang Luobu and other five principals formed a school moral education research group to try to solve the above problems. Explore.
The study is divided into three phases. First, the preparatory stage, through theoretical study, group discussion, expert guidance, formulate research plans and prepare questionnaires; second, the investigation stage, through in-depth school observation, interviews, questionnaires, etc., investigated the moral education in middle schools; It is the stage of analysis and research, sorting out the materials and materials obtained from the investigation, and drawing conclusions.
During the inspection, a total of 19 schools were visited, including 5 in Shanghai, 2 in Jiangsu, 12 in Henan, 9 sessions, and 220 questionnaires on class work.
Second, the element of moral education contained in the school - the characteristics of moral education The influence of moral education on the principal of the principal is the soul of a school. The vision of the principal determines the vision of the school. The pursuit of the principal determines the pursuit of the school, the character and taste of the principal. With the character and taste of the teachers and students of the school, a principal full of ideals, passion, human care and artistic literacy is the best moral education resource in a school. This is deeply felt when we visited Shanghai and other places. Looking back at the school that passed, the president of Shanghai Caoyang Second Middle School affiliated to Lu Guiying, the president of Henan Second Experimental Middle School, the president of Henan Anyang No. 8 Middle School, and the president of Kaifeng Qiushi Middle School, Zhang Jianping, undoubtedly left us unforgettable. And a deep impression. The common characteristics of the four principals are modest, simple, tolerant, peaceful, full of educational dreams and pursuits, teachers as partners, and education as a career that they love and strive for. The artistic literacy of President Li Han and President Zhang Jianping, the literary accomplishment of President Wang Fengjie, the tolerance and humility of President Lu Guiying are reflected in different forms in the school culture and the manners of teachers and students. The four principals have mixed feelings. Personality characteristics and educational goals, such as: attach importance to interpersonal relationships, pursue the equality of teachers and students, and spiritual equality; in the goal of educating people, President Lu proposed "cultivating the Sunshine Youth", and President Li pursued "Let every child With a sunny mindset, President Wang believes that "being a healthy person" is the most important. President Zhang Jianping wrote in her book "Pavresh Middle School in China": "...we can't change the status quo of Chinese people and the fierce competition in employment. But we can change ourselves and change our education. The idea is to keep pace with the development of the times; to change our teaching methods to make them more in line with the students' psychology; to change their working attitudes and to influence students with a positive and optimistic outlook on life."
The ideal pursuit of the principal, the working atmosphere of equality and harmony with the teachers, and the honest and friendly interpersonal environment created by the principal are often more culturally fascinating. When we were in Shanghai Times Middle School, the students found that President Wu Zhiwei, who was talking with us on the playground, came out from the classrooms of several floors and said hello to President Wu. The relationship between teachers and students is evident. When President Zhang Jianping summed up her experience in running a school, he wrote: "My success proves that modern society, no matter doing business or doing business, needs people's savvy and savvy, but it needs people's honesty and pragmatism. For those who are honest and practical. The society is extraordinarily patronizing and extra-tolerant." Several principals have gathered the educational resources of the school with their unique personality charm, leading the teacher culture and directly bringing them into the practice of cultural education through the teacher culture, and presenting them in an individualized way, so that several schools are obtained. An extraordinary development.
In the demonstration of moral education in the teacher's demonstration, Mr. Xiao Chuan, a professor and doctoral supervisor of Beijing Normal University, wrote in the book "Wisdom and True Feelings of Education": "I have advocated, aesthetic education, starting from the teacher's appearance; moral education, from the teacher's Words and deeds begin. Teachers are important students of the students. Teachers are very valuable in the cultivation of manners, expressions, oral expressions, dresses, eyes, etc." So, in the investigation, we locked our eyes on the teachers and observed the students through the teachers. Through students' observation of teachers, we are in Shanghai Experimental School of Xuhui District, Shanghai, Shanghai Yucai Junior High School, Times Middle School, Patriotic School, Henan Second Experimental Middle School, Zhengzhou Huimin Middle School, Anyang No. 8 Middle School, Luoyang City. Teachers, Kaifeng Qiushi Middle School, Zhengzhou 26 teacher contact and interviews really felt the teacher's dedication, enthusiasm, unity, friendliness, decent and good spirit. At Yucai Junior High School, we were fortunate to have an interview with Chen Fengying, a music teacher who has been teaching for 33 years and has been a 26-year class teacher. She has an understanding of her career, her understanding of class work, and her deep love for her students. From her happy smile, we once again felt the importance of teachers to the growth of students. Among the 19 schools we visited, the principals spoke of the importance of the construction of the teaching staff. For example, the Luoyang City No. 2 Middle School, which is extremely difficult to transform into a school, has a good social reputation and simple, A diligent and enterprising group of students, approaching teachers, from a team of teachers who are united, energetic, youthful, and passionate about life, we have seen a large university with 4,700 students and 78 classes in the environment and facilities. Well managed in a relatively backward situation. Zhengzhou 26 has strengthened the professional consciousness, responsibility consciousness and demonstration consciousness of each teacher through the full tutor system. Through the typical model and set an example, Shanghai Times Middle School has formed a teacher-education atmosphere that teaches and educates people, and makes all faculty and staff become practitioners of ethics. Mr. Xiao Chuan added: "The professional quality of teachers is a high-quality education. Conditions, this high-quality education certainly includes the ideological and moral education for students." We are convinced that the morality of education comes mainly from the morality of teachers, and the moral personality of teachers is the most important resource of moral culture. As Suhomlinski said, “teachers become moral leaders of students, not because he always talks about the principles, but because of his attitude towards people, his attitude towards future citizens, and his ability to be a teacher. Because he has a high moral standard."
"Education is the most subtle contact between people and the soul." The moral personality of teachers is the foundation of education. Therefore, teachers should influence their education students with their words and deeds, conduct, virtue, etc., so as to educate people. We believe that teachers who are cultural people should have a good cultural heritage, elegant temperament, and good quality. As a teacher of scholars, you should have the same knowledge, skills, and attitude of continuous learning.
Moral education in the class construction middle class is the basic element of the school, the class is also the most basic position for students' self-development. It can be said that without independent education and self-development in every class, independent education and self-development at the school level are like castles in the air. The class construction mainly refers to the class culture construction. He includes the personality charm, appeal, self-interest and personality of the class guide. Through the questionnaire, we know that each school has various types of class guide training, and class culture construction. There is not much involved. During the inspection, we observed that a good class must pay great attention to the construction of class culture. Teachers usually establish class beliefs, formulate class rules, borrow famous quotes, create class songs, improve class organization, and enrich class activities. Such as optimizing the class environment, establishing teacher-student communication and home-school interaction mechanism, cultivating the community awareness of the class, improving the organizational management ability and cohesiveness of the class, and promoting the moral self-construction of class members. The class construction of Shanghai schools is very distinctive, such as: the class guides at the entrances of the classrooms of Yucai Junior High School, the warm atmosphere of the home in the classroom; the ideal of the school president in Kaifeng is the most intimate Home, so each class has a warm name: 憩 Paradise, New Star Shine, Sun God, Happy Home, Sunshine Zone, Feimengyuan, Dream Boat... There is a small blackboard at the entrance of each classroom. On the small blackboard, "the gardener's heart language" is written, and the teacher and the student pass a warm conversation; the classrooms at the classrooms of the Huaiwen Middle School in Xiangyang, Jiangsu Province have class goal pursuits; Xu Wei District School Attachment He Weiwei teacher The organization's theme class will be hosted by students from beginning to end. Through narrative, reflection, performance, and storytelling, the students will explain the diligence of achieving ideals and relying on down-to-earth and perseverance. This kind of communication between students effectively realizes the self-education of students. During the inspection, we issued a total of 220 questionnaires on class work and class culture construction, and recovered 220 copies. From the incomplete investigation, we found that, overall, the school's class leader team is younger, and the class leader team is 73. % are young and middle-aged teachers under the age of 40. They are young and energetic. 95% of the class leaders have received relevant job training. 84% of the respondents are engaged in class work for more than 5 years. 69% of the class members are extroverted. Type personality, 94% of class leaders believe that: respect students, democracy and affinity, rigorous and meticulous, caring for students, strict requirements for students, organize various types of class activities, create a united, enterprising and positive atmosphere in the class is to do a good class culture The key to construction, and in the student questionnaire, we found that the class guides that students like have the following characteristics: strong sense of responsibility, enthusiasm and cheerfulness, approachable, amiable, fair and equitable, versatile, caring and trusting students, strict requirements for students, good at motivating students . When children answer one of the most memorable things in their growth and have the greatest impact on him/her, 92% of students write about an event, such as: ball games, sports games, speeches, hiking, tug-of-war, candlelight evenings, singing In the competition, when talking about the people who have the greatest influence on their growth, 71% of the students chose the class guide. Therefore, it is not difficult to see that a good class leader, a good class group plays a role in the growth of the students. Crucial role.
In the intellectual education activities, moral education talks about moral education in schools. Everyone will naturally think of moral education and youth league committees. They will think of class guides and various moral education activities. The teachers of the department are only simple knowledge transferers. Even if they involve moral education, they are also a little bit of water, or they are forced to moral education. Infiltration of teaching requirements, it is not known that moral education runs through the whole process of intellectual education. President Dong Junwu of Shanghai Yucai Junior High School repeatedly emphasized that the main channel of moral education is in the classroom. He said: "We do not deny the positive educational effects of social practice, theme education, team activities, etc., and even some can arouse the shock of the students' minds. We must recognize that the classroom is both the basic way of teaching and the basic way of moral education. Students spend most of their time in the classroom, and their words, deeds, and actions are all about the students' moral education and behavior. The ability to improve the effectiveness of moral education, the timing of education is an important factor, as a qualified teacher must be able to grasp the students' words and deeds in the classroom, timely education, this education may be just teachers One sentence, one action, even one eye, and its educational effect is remarkable. Such moral education is real. For example: independent homework, practice and exams, this is honesty education; class is not late Early leave, this is punctual education; compliance with curriculum discipline does not affect other students, this is self-discipline Education; learn to listen to teachers' explanations and classmates' speeches. This is respect for education; actively participate in class discussions. This is cooperative education. Everything that happens every day in the curriculum contains profound material for moral education. The key is how teachers recognize these things. Materials, and use these materials to carry out moral education."
Professor Guo Sile of South China Normal University once discussed the relationship between teaching and moral education in the book "Sports Education": In the teacher-based teaching, students are tired of learning, suppressed, and unmotivated, which is a major source of moral education. On the contrary, when students are passionate about learning, high-spirited and hard-working, our moral education work has a very good foundation. Similarly, Prof. Xiong Chuanwu from Shanghai East China Normal University also focused on the study of moral education with the improvement of classroom efficiency as a breakthrough. In his monograph "Understanding Education", it is proposed that the construction of school moral field should start from the teacher's understanding of students and start from teaching. He proposed a lot of classroom teaching strategies, such as: interest integration, close to the game, special rewards, entrusted with heavy responsibility, light point expansion, paradigm speech, feeling success, anonymous communication, typical guiding, planning, unity, suggestion, 21 strategies such as actively waiting for, helping to solve difficulties, natural division, and teachers and students. The strategies he proposed undoubtedly put the focus on students and students' attention in the first place, and tried to improve the interest of students in learning, helping students build self-confidence and enjoy the success of overcoming difficulties by helping them solve difficulties and natural materials. To achieve the purpose of teachers and students. Mr. Xiang Shilong, a teacher at Shenzhen Xuefu Middle School, established a relationship of equal trust with students with learning difficulties through a natural strategy, which made students like mathematics, love mathematics, and formed a good personality that dares to face difficulties and is not afraid of accepting challenges. Quality, the discipline taught by the teacher also jumped from the bottom of the year to the top of the grade. He personally concluded that respect, care, trust, and equal and harmonious teacher-student relationship with students are the key to his success. The rigor, affinity, and fraternity of teachers, as a form of behavior, will profoundly affect students and gradually form the way students treat others, affecting students for a long time or even a lifetime.
During the inspection, we also lost the opportunity to enter the classroom, such as: Lu Jianting, teacher of Shanghai Yucai Junior High School, Wu Yan, teacher of Caoyang Erfu Middle School, Yang Jian, teacher of Times Middle School, Lu Zhenying, teacher of the Patriotic School, Chen Ximei, teacher of Zhengzhou No. 4 Middle School, Zhengzhou City Although Liu Zhengfeng, a teacher of the Eighth Middle School, said that the teaching styles are different and the disciplines are different, they all attract and impress students with their rigorous attitude, democratic style, good personal qualities and attractive classroom teaching. The elements of moral education deep in the discipline also permeate the students in their natural way. For example, Mr. Lu’s English class at Yucai Junior High School combines the theme of the unit to integrate air pollution, water pollution and environmental protection into his own teaching. He also asks students to find the cause of pollution through a pre-class social survey, form a report, and then work with the students. Look for environmental protection measures to arouse students' attention and thinking about the quality of the global environment on which we depend. The main channel of moral education emphasized by President Dong Junwu in the classroom has found the best annotation here. Teacher Yang Jian of Times Middle School did not say moral education in her physical education class, and every aspect of her teaching was related to moral education. The orderly classroom, the students’ full enthusiasm, and the strong interest in physical education classes, when the group cooperated The concern for others, the sense of teamwork, and the atmosphere of collaboration are all in the air. Liu Zhenfeng, a teacher from the Eighth Middle School of Zhengzhou City, guided the students to explore the harmonious beauty of mathematics and the beauty of novelty with the poet's sentiments, affectionate monologues, beautiful geometric images and graceful music. It showed us the mathematics' "beauty and beauty."
Just as the famous German educator Herbart believes that the ultimate goal of teaching is to form five moral concepts through teaching and cultivate moral character. The mainstream of current world teaching theory also regards teaching as the transfer of knowledge, the development of ability, the shaping of individuality, and the cultivation of ambitions.
Mr. Tao Xingzhi, a well-known educator in the life experience, believes that “life is education” and “society is school” emphasizes the relationship between education and real life, and builds education on the basis of life practice and social practice. He believes that life is an activity carried out by human beings for survival and development. Life education is a lively and lively education based on life. Everyone works for all the time, and everyone receives life education all the time. What kind of life, what kind of education, the life of labor is subject to the education of labor, the noble life is subject to high education, the life of art is subject to art education, and the healthy life is subject to health Education, through the whole life, is educated throughout life. Therefore, the social phenomenon of education originates from life, and life is the center of education. Education should serve the life and play a role in the life of transforming society. Life education should of course include moral education. Moral education also originates from life. It can be seen that to play the role of moral education in school education, we must not leave life, but should focus on life as a center for moral education. The Eighth Middle School of Zhengzhou City and the Second Experimental Middle School of Henan Province, Kaifeng Qiushi Middle School can be called a model of practical life moral education. Zhengzhou Bazhong has its own comprehensive student education practice base. Students have their own “science package”. The base has life camps, labor areas, weather stations, model airplanes, solar installations, etc., which are closely related to students’ current and future life. The venues and facilities suitable for students to explore and practice, and the series of courses developed by the school to "feel the change of nature", "recognize the charm of nature", "happy experience, surpass self", etc.; second in Henan Province In the experimental middle school, the activities of the same boat, the stormy life road, the psychological drama show, the candlelight party, the camping training, the honest speech, the art festival, etc., let the students fully experience the joy of unity and cooperation, the interest of transposition, the mutual appreciation of teachers and students. The beauty of nature, the heavy responsibility, the difficulty of parents, the difficulty of life, the value of honesty; Kaifeng Qiushi Middle School takes activities as the carrier, students as the center, experience as the foundation, and the purpose of feelings, let the students fully taste What is learning life, what is high quality, unforgettable school life. The activities are varied, full of fun, fun, childlike, true feelings and care. Such as: "carnival one night" field activities, reading festival series activities, today my family activities, Xiaoxing selection activities, product marketing, social survey, field training, survival training, Yellow River hiking, warm winter, country fun games, brain games, Seasonal style competition, unlimited communication, hand in hand, community service, self-organized concerts, opening ceremony, scattered school ceremony, graduation ceremony and other colorful activities inside and outside the school. When we recorded these activities in words, we felt the good intentions of the school, felt the greatness of the teachers, felt the happiness of the students, and understood why a private school with only 59 people could develop into a near The 4,000-year-old university has become a prestigious school for parents and students. As the parents said, truth-seeking is not only to seek knowledge, but also to be a good student. It is a good school that is truly responsible for the life of the students.
Many scholars in the culture of moral education are involved in such basic factors when they talk about school culture: common value system, code of conduct, communication, habits, mode of thinking, style, specific environment, atmosphere, tradition and style. Etc. As individuals can develop unique temperament, each school has its own unique style. Such as |: Shanghai Yucai Junior High School, Times Middle School, Patriotic School, the former site of Jiangsu Huaiwen Middle School, and the eighth middle school of Anyang City, which are in the place of the projectile, we feel the rich cultural atmosphere and the history, the school building is not What is too important to draw our attention is the elegant principal, the enthusiastic staff, the lively and lovely, courteous students, the orderly environment; let us linger on: the fascinating couplet and the excitement Celebrity famous sayings, working mottos, stimulating mottos, and fascinating works of teachers and students; the kind of unspeakable respect between teachers and students, sincere and friendly and friendly with us; we remember I lived in the spirit of the school, "Holding the ancient and modern trees, and keeping the Chinese and the Chinese in the world." I realized the profoundness of "love and slogan, and always be grateful."
What is edification? Mr. Xiao Chuan wrote in his essay "The Form of the Existence of Education": "The first important form of existence of education is edification. In a certain situation and atmosphere, through the appeal and appeal, Full of sincere narrative, unfolding or the attitude and feelings naturally exposed in the human beings, giving the students a subtle influence, playing the role of spring rain and moistening the sound. The value orientation deviation of the hidden curriculum moral education is the deviation of the moral orientation of the moral education. Emphasis on established ethical knowledge, neglecting the cultivation of students' basic morality and character. When ethics conflicts with students' life experience and actual thinking, students can only be passively obeyed and blindly obeyed and reduced. The reality, pertinence and moral education should be motivated and guided, so that students can easily form a dual personality of oral separation and life behavior. In particular, it is pointed out that in the school-running thinking, some schools blindly pursue the campus environment. High-grade, elegant; for the so-called "brand" effect, "prestigious school" style, but also In response to the examination and evaluation of the higher authorities, the school has done a superficial article, which is far from the emotional experience of the students, which aggravates the division of students' personality. The second is the deviation of the functional orientation of moral education. Moral education is not boldly motivating and guiding students, but trying to restrain and prevent Students, such moral education has obvious one-way indoctrination in information transmission, and its motivation is external and will not be internalized as student demand.
The neglected problems of moral education still exist. Although all schools are able to clearly understand the basic status of moral education in the whole education and make unremitting efforts for moral education, compared with the teaching of subject courses, moral education is still being placed. To be in a position. In some schools, moral education is seen as a separate educational activity that deviates from the overall life of other students and students. The main energy of the principals and teachers is in the subject teaching, and the rate of attendance is being improved. Because this is the requirement of the educational selection function, it is the requirement of the social group for the school, the only ultimate requirement of the parents for the child, and also the necessary condition for the survival and development of the school. In this social context, the social responsibility of principals and teachers is not very strong. The goal of moral education is only limited to students who do not have big problems in school. They generally do not pay much attention to their future adulthood and development. Therefore, the moral education work first showed irrationality in the division of labor. Generally speaking, the school moral education is in charge of the school party branch secretary or vice president, and the principal who has mastered the school personnel and financial power is not much concerned with moral education. The personnel and strength of the moral education institutions are very thin. Only rely on moral education curriculum, team organization, class guidance and specialized moral education institutions to carry out moral education. As the most important force of moral education, the main focus is on solving students' learning problems and paying less attention to students' moral education. Other teachers in the department do not care about moral education, and they do not form the joint force of all the schools and the whole staff to grasp moral education in all time and space.
The fact that the effectiveness of moral education is not strong still exists. Although most schools have actively carried out the exploration of the effectiveness of moral education and adopted a series of measures, compared with the subject teaching, the exploration of each school is still in a state of mutual governance. Communication, moral education methods and approaches are still immature, research is not thorough, and there is no theory to form a complete system. There is a lack of understanding of the essential characteristics of life, activity, and generativeity in the process of moral education. It is thought that moral education is just like the teaching process. It instills the established moral education content through the moral education curriculum, like the examination of moral education, and measures the moral cultivation of students with scores. . Schools and teachers have not established a new concept of moral education curriculum, and still advocate "infiltrating moral education content in subject teaching" to separate moral education from teaching. As a result, this penetration appears to be blunt and pale. Too much pretense has caused students' resentment. Students in moral education and outside of moral education have emerged as "spiritual dissociation" in the process of moral education. Second, there is a tendency of formalism in the process of moral education. Originally, school moral education lacked an effective carrier. Most schools had to adopt various ways to design various activities to implement moral education. These activities lacked interrelatedness, could not be gradual, and were not in harmony with the students' internal needs. Some activities are only based on moral education. When designing activities, simply consider the moral education tasks issued by the superiors, less consider the students' actual moral foundation and moral needs, and even explicitly tell the students that "we want moral education now", and moral education activities are not attractive. School moral education lacks innovation, lacks characteristics, and has no effect. Many schools follow the traditional inefficient methods, the indoctrination of the concept of moral education, the emotional experience of light students; the ethical norms of commonality, the internal shaping of light students; the restriction on the behavior of people, the encouragement and development of light people; Sexual evaluation, light process evaluation. In some schools, the moral education is too high, the pursuit is too perfect, and it is out of the ideal of the student's life. Some schools have neglected the role of teachers in demonstrating students. The principals and teachers have different words and deeds. This can be seen from the reception of some principals and teachers, which has caused the students' personality to split to some extent. In a school in Luoyang, the campus is full of famous sayings about the moral cultivation of students. The students see the outsiders on the surface politely, and the swear words on the desk are horrifying. The team crossed the railing and other classmates and teachers did not care. Classroom teaching is the main channel of moral education, which has been understood and recognized by most teachers, but in the specific operation, it seems so blunt, one is too high, and the other is too straightforward to be recognized by students.
The ethical evaluation of polarization is becoming more and more fierce. The moral evaluation of students is too simple and sloppy. One living person, the inner world is rich and colorful, and the moral performance varies widely. However, in the teacher's evaluation system, it is expressed in the performance notice. A few words, the content is similar. In the evaluation of students' progress, they are influenced by the rate of enrollment, and the students in the teachers are so perfect. Here, the evaluation of moral education completely loses its due role; the other is that some schools ignore the morality of students. Evaluation, one-sided pursuit of quantitative evaluation of students' moral performance. The school has developed a series of quantitative assessment systems for students' ethics. The evaluation content ranges from dozens to hundreds. According to this system, all the growing students should be "sages." In the end, this kind of evaluation pursues perfection, is to show it to others, and also loses the role of evaluation.
The social environment of moral education has not really formed. From the external environment of the school, moral education still has not received the real attention of the local government and the whole society. The government attaches great importance to moral education. It is generally limited to issuing several files and conducting several inspections. It does not specifically study and solve the practical difficulties encountered in moral education. "It is important to say it, to do it second, to be busy, not to have problems. Shouting." The news media is keen on hype for the problem of students' moral misconduct, and completely attribute the root of the problem to the moral education mistakes of the school, instead of doing deep analysis. Some NPC deputies and CPPCC members have accused the school of work, including moral education. Moral education is regarded as a unilateral act of the school. As long as the school works home, everything will be “all good”. The school carried out moral education in the cracks, and the principal's teacher became the "fire brigade captain." On the other hand, the content of moral education is too much to pursue the sublime realm of “beauty”, too idealistic, too vague, and seriously out of touch with the life experience of students in the social transition period. The strong impact of money worship, hedonism and vulgar culture on moral education has made the school not only unable to make good use of social resources, but also weak in the face of ugly phenomena.
Fourth, several suggestions to achieve unilateral moral education to the "great moral education" transformation Moral education is a complex systematic project, students are not only the organizational cells of the school, but also the organizational cells of the society, the ultimate effectiveness of moral education will first benefit the society, any Groups and organizations have an unshirkable responsibility for the moral education of students. Therefore, it is necessary to form a joint effort of the whole society to support moral education, establish and improve the moral education network of the family, school and society. The family is the foundation, the school is the key, and the society is the guarantee. The state must constantly reform the high and high school entrance examination system, weaken the intellectual competition for further studies, strengthen the comprehensive assessment of students, and strive to eliminate the impact of exam-oriented education on school moral education, and provide a good social environment for the school to effectively carry out moral education; as a school, It is necessary to actively develop community moral education resources, let students participate in social reality through experience, and internalize the old and the young, united and help each other, hardship and simplicity, revolutionary heroism, labor concept, aesthetic taste and so on into their own consciousness.
In the school, it is necessary to change the moral education of the specialized moral education workers and the class guides into the joint efforts of the whole staff to grasp the moral education. It is truly a conscious action of all educators to make "the school has no small things and educate people everywhere." In the daily study and life, we gradually cultivate students' noble moral sentiments in the education of catching up and down.
The realization of the transition from the moral education to the development of moral education is to constrain the student behavior with the established moral norms, and ignore the students' emotional experience, which affects the students' moral self-awareness, self-determination right and wrong and self-selective ability. It is necessary to realize the transformation of moral education to the development of moral education, and to turn "the moral education with people" into "the moral education with people as the good". The development of moral education must first reduce the focus of moral education, and the content should be concrete. At present, some schools have serialized the content of moral education, such as: Qingdao No. 26 Middle School, Guiyang Second Experimental Middle School, etc., according to different sections and scholastic ability, from the development Starting with education and gradually deepening into ideal education is a very good innovation. Secondly, we must establish a healthy school culture, including environmental culture, classroom culture, corporate culture, institutional culture and other aspects, so that students can always carry on. The experience of a healthy culture has made this culture a basic hypothesis and gradually internalized. Third, we must reform the evaluation mechanism of moral education. For the development of moral education of students, we should not use the final evaluation of the semester or the end of the school year as the only means, but regularly organize students to reflect and peer review, and encourage students to appreciate and praise. others. Studies have shown that incentives from peers are much better than incentives from teachers. Here, the teacher is not inactive. In addition to discovering the bright points on the students, he also encourages the students to be motivated, and to be targeted rather than blind, from the heart rather than the compliments. To enable students to continuously experience successful experiences in two-way and multi-directional interactions, learn to judge, feel morality, and experience morality. China's niche is in the stage of personality development, and the ability to judge right and wrong is still immature. It is inevitable that moral misconduct will occur. There is no need to yell at it. We can guide it, let it reflect, or we can help it through the help of our peers. Get inspired. For students with serious misconduct, they should not rule out appropriate punishment. Through punishment, the students who make mistakes should bear the responsibility for their own actions, accept the frustration education, and set a clear boundary between the other students. Of course, this punishment should be based on good intentions and achieve the purpose of goodwill.
Realizing the transition from a single moral education model to a diversified and individualized moral education According to Herbart's theory, educational purposes have both unity and diversity. Unity is the "essential purpose" and diversity is the "possible purpose." While creating the same requirements for students to abide by the law, love the motherland, and communist outlook on life, values, etc., we should pay full attention to the influence of pluralistic values on the development of students' personality. According to the local, the school's natural resources, human resources and cultural resources, we will construct a moral education model that is in line with the local and the school's reality and has distinctive personality characteristics. Especially in ethnic minority areas, all ethnic groups have their own traditional culture of games, and this culture is eroded by foreign unhealthy cultures, and the original features are basically preserved, which is worthy of our full exploitation. We can use ethnic cultures such as folk songs and dances, rap, and sports as carriers to carry forward national traditions and inherit national virtues. Students can experience not only the happiness of mind and body but also the moral emotions in the form they like.
Realizing the transition from closed moral education to open moral education Deng Xiaoping pointed out: "Education must face modernization, face the world, and face the future."社會的發展，時代的變遷是和學生的成長息息相關的，不斷出現的新生活，為德育工作帶來了新的機遇和挑戰。當代的大眾傳媒、網路文化、“超女現象”、服飾言行的巨變，都說明新的社會方式出現了，新的問題也產生了，而且這種巨變還會不斷發生，甚至越來越劇烈。學校的德育不僅無法迴避這些問題，也不必要迴避這些問題，而要向這些新問題開放，我們要敢於“面向”。如果把這些現象引入到我們的德育領域，交給學生，在老師的引導下，讓學生開展明辨其中是非曲直的討論，是可以很好的培養學生的道德判斷能力的。前些年出現的“卡拉OK”現象，不僅成為社會的主流文化手段，也成為了學校最重要的文藝活動形式，正好說明了新的生活方式完全可以進入學校德育領域。
德育的開放還要面對學生個體，因為生命系統的本質是開放系統。我們在德育中就要以人為本，認可他人的權利，鼓勵學生與他人對話，彰顯學生的個性，隻要這種張揚不危及他人和社會，都應該得到尊重。這就要求我們不壓製學生，不強求統一，才能使學生健康發展。
德育是事業，德育是過程，德育是目的，德育永遠有新的課題擺在我們面前，我們當不斷探索，不斷創新，以適應社會的發展和變革。
附：主要參考文獻
1、單中惠、朱鏡人主編：《外國教育經典解讀》，上海教育出版社，2004年9月版
2、沈玉順主編：《走向優質教育》，華東師範大學出版社，2006年2月版
3、朱小蔓主編：《中國小德育專題》，南京師範大學出版社，2002年3月版
4、田正平、肖朗主編：《中國教育經典解讀》，上海教育出版社，2005年12月版
5、賀優琳著：《中學德育的新探索》，華東師範大學出版社，2004年10月版
6、陸有銓主編：《教育理論與實踐》，文匯出版社，2003年12月版
7、張建平主編：《中國的帕夫雷什中學》，中國新聞出版社，2003年11月版
8、肖川著：《教育的智慧與真情》嶽麓書社出版，2005年3月版
9、熊川武 江玲著：《理解教育論》，教育科學出版社，2005年4月版
10、郭思樂著：《生本教育》，人民教育出版社，2001年版。
11、胡惠閔著《校本管理》，四川出版集團、四川教育出版社，2005年8月版
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