1, what is "morality and life (society)"

Morality and Life (Society) is the eighth basic education curriculum reform in China. It is a comprehensive course in the curriculum system of primary education. It is a new course which is highly integrated on the basis of the original ideological and moral courses, natural courses and social courses according to their internal relations.

The main purpose of the course "Morality and Life (Society)" is to let students participate in life activities around them, participate in social activities, learn relevant knowledge and skills in activities, feel the significance and role of good moral behavior habits to people and society, and feel the value of "I" in social life, so as to help children initially form good moral quality and behavior habits and establish correct life values.

After the implementation of the new curriculum, the primary school canceled the original three sub-subjects, such as ideological and moral course, natural course and social course. 1-2 offers Morality and Life, and 3-6 offers Morality and Society.

2. Why should we offer a comprehensive course of "Morality and Life (Society)"?

(1) The current subject-based curriculum ignores students' needs, experiences and lives; Ignore the realistic needs of contemporary social life; The separation of disciplines limits students' horizons and restricts the breadth of their thinking.

(2) A comprehensive course is a course that integrates subjects with inherent logic or value correlation with other forms of course content. It is conducive to eliminating the boundaries between all kinds of knowledge, helping students to fully understand the world, develop overall awareness, and form the ability to comprehensively solve practical problems by using knowledge and information.

(3) Morality and Life (Society) is a highly integrated course, which is formed by highly integrating the original courses of thinking, nature, society and activities. It has multiple functions and values such as moral education, scientific education, social education and life education.

(4) Education reform is an important part of social change and development, and curriculum reform is an important part of education reform. Curriculum is not static, but changes with the needs of different historical and social periods.

2 1 century is the era of knowledge explosion and knowledge economy, which requires education to cultivate talents with comprehensive literacy and ability for the society, and accordingly requires that comprehensive courses should be offered from primary school to meet the needs of education and society.

(5) The setting of this comprehensive course fully embodies the systematicness, scientificity and thoroughness of the eight curriculum reforms.

The eighth basic education curriculum reform is a comprehensive and thorough reform of the existing basic education curriculum on the basis of in-depth analysis of the current social characteristics, full reference to the current situation and experience of curriculum reform and curriculum setting in many typical and representative countries abroad, and combined with the experimental results in various experimental areas in China, listening to many experiences and opinions extensively.

The setting of the course "Morality and Life (Society)" is not only to change the name or idea of the original course, but also to carry out comprehensive reform and innovation in teaching content, teaching objectives, teaching methods and means, teaching ideas and teaching evaluation.

Second, what is "character and life"

1, what is "character and life".

It is a comprehensive course offered in primary school 1-2 grade. Based on the original courses of thinking, nature and activity, it aims to cultivate children with good moral character and behavior habits, be willing to explore and love life.

2. It has the following characteristics:

First, its content mainly comes from children's real life.

Russell said: Education should make children live a better life. Dewey said: Education is life. Tao Xingzhi said: Life is education.

Traditional education wants children to be educated instead of living, which makes the educated either tired of receiving education or feel that all kinds of education they receive are really necessary for life and should be done by people in real life.

Educational research shows that only by organizing and participating in specific life activities related to their own lives, which can be seen and touched, can students have a deep feeling about education, truly understand what people should do in real life, and enable them to transform their education received in school into practical behaviors needed in real life, so as to develop in life and live in development.

Second, this course is an active comprehensive course.

In the past, the ideological and moral course was mainly based on classroom teaching, which was empty, big and empty, and the teaching method was didactic. Its teaching effect is that students know everything and can distinguish right from wrong, but it can't be done in real life, or it is far from school education, and it is "learning to learn, doing to do".

This curriculum reform focuses on how to improve the effectiveness of moral education, which not only makes a comprehensive, profound and fundamental reform of teaching content, but also makes a fundamental reform of teaching methods and methods. It is emphasized and determined that children should directly participate in various classroom and extracurricular practical activities, so that they can observe, understand, feel, recognize, develop and form in real life activities. The society provides them with the actual content and practical position for receiving education, which in turn enables them to appeal, advocate and promote the society, so that children's education can attract social attention, change parents' educational concept of children, and form a school-family-society.

Through such multi-channel, all-directional, three-dimensional and multi-dimensional dynamic education activities, students can truly understand right and wrong and truly feel that doing so is a necessity of life, so as to consciously do what a citizen should do in the future social life, so as not to make our educated students look the same at school and look like "color-changing people" when they leave school.

Third, this course is an open comprehensive course.

In the past, the dogma of ideological courses and the way of preaching invisibly brought shackles and shackles to moral education. On the one hand, schools and teachers can only indoctrinate students with dogmatic established educational content, which looks good on the surface, but has little effect. In terms of content, form, evaluation and time and space, schools and teachers have lost the right to choose and handle reasonable education. On the other hand, students, like lambs and ducks, unwillingly and unconsciously accept didactic education with boredom and even fear on the premise of losing their autonomy and interest.

Morality and Life faces the whole life world of children and attaches importance to the creativity of places, schools, teachers and children. Its openness is reflected in:

(1) Openness of course content: From textbooks to all subjects that are meaningful and interesting to children, teachers can develop, select and integrate teaching content according to their actual needs, as long as the content adopted is conducive to educational goals, effective and in line with children's psychological characteristics, instead of just guarding the established books as before.

(2) The teaching channels are open: from the classroom to the family, community and other living spaces of children. This course has changed the positional warfare mode with classroom teaching as the main channel in the past and replaced it with multi-channel three-dimensional education network. In teaching, schools and teachers can flexibly choose and determine educational channels according to the actual needs of teaching content and teaching methods, so as to achieve the best effect of education.

(3) Open teaching hours: In cooperation and contact with other school activities or disciplines, the teaching hours can be flexibly extended. This course allows the combination of "regularity and flexibility" in the setting of teaching time and the specific arrangement in teaching practice. In terms of curriculum, there are three classes a week, and the school arranges them in the homework list according to the number of three classes. However, in actual teaching, we can either concentrate the three classes, move the date, or combine the teaching materials with school, class and team-related activities as needed.

This teaching time setting is much more flexible and open than before.

(d) Teaching evaluation is open:

The new curriculum pays attention to children's colorful experiences and personalized creativity and performance, and its evaluation is characterized by process, diversity and emphasis on qualitative evaluation. It changed the single evaluation method that only focused on results in the past. The new evaluation method can not only reflect the process and results of teaching and learning more scientifically and reasonably, but also be more conducive to promoting children's learning and development.

Fourthly, this course is a transitional course:

Morality and life are connected with the kindergarten curriculum in terms of curriculum objectives, contents, forms and implementation methods, and at the same time lay the foundation for the moral, social, scientific and comprehensive practical activities curriculum of middle and senior primary schools.

Children in lower grades have just entered school from preschool education. Although they are in school, there are still many traces of preschool education and psychological characteristics left on them. At this time, formal education cannot be completely adopted.

This course aims to help children make effective efforts in the transition from preschool education to formal education.

3. The basic idea of "morality and life":

Morality exists in children's lives.

Morality exists in all aspects of children's lives, and there is no "pure moral life" divorced from life. The formation of children's moral character comes from their experience, understanding and perception of life. Only educational activities from children's real life can arouse children's inner moral feelings, real moral experience and moral cognition.

2) Guide children to love life and learn to be human in teaching.

Guiding children to love life and learn to be human in teaching is the core of moral and life course teaching. Through simple, scientific and life-oriented enlightenment education, we should lay a good foundation for them to form a positive attitude towards life and practical viability, and lay a good foundation for them to form a sound personality, correct values and outlook on life in a society with diverse values.

In the past, the curriculum design of thinking about commodities was often based on the needs of adults for children and designed in an adult way. The designed curriculum is far from children's interests, cognitive characteristics and real life. This kind of course is lifeless, rigid and inflexible for children, which will not only dilute children's cognitive interest, but also dampen children's learning emotions, especially for thinking about commodity education.

3) The new curriculum emphasizes cherishing the value of childhood and respecting children's rights.

Childhood is a stage of life with great potential. Childhood life contains rich development connotation and value, and it has completely different needs and characteristics from adult life. Therefore, when educating children, we must fully cherish the value of childhood. Childhood life includes family life, school collective study life, community life and so on. Teaching should be good at educating children's family ethics, unity and friendship, public morality and environmental awareness from these childhood lives, and guiding them to love and understand life.

Childhood life is an important part of children's life. It is every child's right to let children participate in and enjoy a happy, confident, dignified and valuable childhood. No one has the right to deprive children of these rights to life. Morality and life attach great importance to respecting children's rights. In teaching, we should adhere to the principles and concepts of respecting children's rights, organize and guide children to participate in and enjoy their childhood life on the premise of respecting children's rights, and let them receive education in a happy, confident and dignified childhood life.

Third, what is "morality and society"

1, what is "morality and society".

This course is a comprehensive course for grades 3-6 in primary schools under the guidance of the concept of quality education, with children's social life as the background and with the goal of promoting students' good moral character formation and social development.

2. Morality and Society has the characteristics of social life, cross-comprehensiveness, educational foundation and sustainable development.

(1) Social life:

According to the expanding scope of social life of middle and senior primary school students and the need to understand social and moral formation, it is determined that children's social life is the main line, and social environment, social activities and social relations related to children's social life, such as self, family, hometown (community), motherland and the world, constitute the teaching content, so that children can participate in these social life activities. Learn the common sense of social life, feel the beauty of social life, understand the norms of social life, master the knowledge and ability to adapt to and participate in social life, develop good behavior habits, and form basic moral concepts, values and preliminary moral judgment ability.

(2) Cross-comprehensiveness:

On the premise of children's social life, the social elements contained in a certain teaching content, the social fields involved, and the teaching objectives to be achieved (such as emotion, attitude, values, knowledge and ability, etc.). ) is cross-fused. Such cross-integration is intended to break the boundaries of original disciplines such as thought, geography, history and nature, realize the vertical and horizontal internal relations between related marginal disciplines, form an organic unity among disciplines and realize the integration of disciplines.

(3) Education Foundation:

This course is based on children's social life in teaching content, and on the reality and possibility of children's development in educational goal. On the basis that children actively and happily participate in social life activities, observe, feel and study society in activities, and form moral values and good behavior habits, it fundamentally changes the dogmatic educational content, objectives, ways and methods existing in ideological education in the past.

(4) Sustainable development:

Everything in the world is moving, changing and developing, and children's moral behavior is no exception. Therefore, children's education should be viewed from the perspective of sports and development.

Moral and social courses pay full attention to children's current and future development, which is mainly reflected in the following aspects: first, the choice of teaching content is conducive to the development of students' ability, the formation of values and morality, the formation of behavior habits, and close to students' social life; Second, the arrangement of teaching content, the same content can be repeated in the following years, with continuity; Third, teaching methods, emphasizing students' participation in the organizational design of activities, allowing students to participate in activities, and to know, observe, feel and study the society independently in activities, so that students can get real development in organizational design and participation in activities; Fourth, evaluation, from simple quantitative evaluation in the past to dynamic, process and emotional evaluation, from the evaluation of a teacher in the past to the evaluation of teachers, self-evaluation, students' evaluation and descriptive evaluation, is conducive to enhancing children's interest and confidence in learning and objectively reflecting individual moral characteristics and characteristics.

3. The basic idea of the course "Morality and Society"

(1) Help students to participate in society and learn to be human.

In moral and social teaching, teachers should organize and guide students to design specific contents, methods and ways of social activities according to the teaching content, and guide students to participate in activities. They should pay attention not only to the results of students' activities, but also to their activities. Pay attention to students' creativity, emotional attitudes and values, the generation state of behavior habits, the personality difference characteristics of cognitive level and ability, the composition dynamics of knowledge understanding and mastery, the level and development dynamics of ability development, and be good at guiding students to participate in activities individually according to students' personality characteristics in order to obtain personalized gains and development. Guiding students to learn how to behave in activities: how to study, how to live, how to live in harmony with groups such as study life, family life and social life, and how to work together and share weal and woe are the main goals of moral and social curriculum education, and also the important learning tasks faced by contemporary primary school students. In moral and social education, teachers should be good at designing and organizing activities with students, helping primary school students learn how to behave, guiding them to carry out activities and participate in activities around the theme of how to behave, guiding them to understand the importance of learning to behave in activities, forming knowledge and skills about how to behave, and developing good behavior habits such as respecting others, cooperating with others and caring for others.

It is the basic idea of the new curriculum standard and the core of the new curriculum to let students learn to be a man in participating in social life activities, which must be firmly grasped and implemented to the letter.

(2) Take the foundation and effectiveness of education as the pursuit of the curriculum.

In the past, there were some problems in the content and teaching methods of this course, which did not conform to children's moral cognition and training law to some extent. Therefore, it also has a certain impact on the effectiveness of ideological education. The new curriculum "Morality and Society" has made bold reforms in view of the problems existing in the curriculum. In the choice of teaching methods and teaching contents and methods, they attach great importance to the effective unity of the foundation and effectiveness of education, fully respect the law of children's cognition and training, and emphasize the effectiveness of moral education, while carefully selecting educational contents and methods.

In education, we must keep this concept in mind, carefully choose the content close to children's life, let children master knowledge and skills in completely independent activities, feel and experience the truth and emotion, life value and moral value revealed in the activities, and make moral education practical and effective.

(3) Taking students as the main body and allowing students to participate in the design, organization and process of activities is an important educational method of the course.

The object of moral education is children. Whether children's values, morality and good behavior habits can really be formed depends on children. Children themselves are internal factors, education is external factors, and external factors can only play a role and change through internal factors.

Morality and society attach great importance to students' participation in educational activities. This kind of participation not only allows students to participate in the designed activities, but also allows students to participate in the selection and design of activities' contents, methods and approaches, so that students can truly become the masters of learning and education, and let them actively receive education, cognition and understanding in voluntary music learning activities, and form various good moral characters and good habits.

In teaching, we must bear in mind the subjectivity of students, put teachers and students in a correct position, adopt correct educational methods and methods, and never wear new shoes and follow the old road.

(4) Teachers and students jointly create and develop courses as the developer of the teaching plan.

In the past, teachers were based on books and taught by books. Many children in China read the same book, regardless of the differences between different regions and children's personalities. This single course content and purely scripted education obviously do not take into account the differences between different regions and different students.

Moral and social courses pay great attention to the differences between different regions and children in China. It is clearly pointed out that in educational practice, schools, teachers and children should make bold and effective innovation and integration in educational content according to the actual situation, instead of copying textbooks and using educational resources scientifically. This kind of innovation and integration should be completed not only by teachers, but also by teachers and students. We should fully respect students' correct wishes and inherent potential, and guide students to participate in educational content innovation. In teaching, we should make scientific use of teaching materials and other educational resources, and boldly innovate and integrate them. You must not copy the textbook and follow the book.

Fourth, how to deal with the new primary school curriculum "Morality and Life (Society)"

(1) Change the old educational concept and arm yourself with the new one.

The director of the provincial education commission pointed out: the most fundamental problem of curriculum reform is the problem of concept. The "Entering the New Curriculum" organized by the Department of Basic Education of the Ministry of Education pointed out: "This educational reform must first reform the old educational concept and truly establish an educational concept that conforms to the new curriculum and embodies the spirit of quality education. Idea is the soul of action, educational idea plays a guiding and commanding role in teaching, and all new teaching reforms are born out of new educational ideas; All the difficulties in teaching reform come from the shackles of old educational concepts; All attempts at teaching reform are the result of the struggle between old and new educational concepts. Establishing a new educational concept is the primary task of educational reform. Without the change of educational concept, educational reform is impossible; As soon as the concept of education changes, many difficulties will be solved. "

This curriculum reform takes reforming old educational concepts and establishing new educational concepts as the primary task of reform, which shows how important the concept problem is. As the implementer of the new curriculum, teachers should first change old educational concepts and establish new ones, which is the premise of implementing the new curriculum. If the old educational concept is not changed, the new curriculum is impossible to implement.

So, what new educational ideas should be established?

1. Establish a new view of teachers and realize the change of teachers' roles ideologically.

The new curriculum requires teachers to be organizers, instructors, participants, researchers and promoters of teaching, and to be builders and developers of courses, rather than expositors and transmitters of established courses. We must fully understand the above-mentioned roles of teachers in the implementation of the new curriculum and put ourselves in a proper position in teaching, so as to play its due role in teaching practice and successfully complete the tasks entrusted to us by the new curriculum.

2. Establish a new outlook on students, and adhere to people-oriented and student-oriented development.

The new curriculum regards "everything is for the development of every student" as the highest purpose and core concept of the curriculum, and thinks: 1. Students are developing people. Its physical and mental development is regular, and teaching activities must be carried out according to its laws and characteristics to promote the healthy development of students' physical and mental health; Students have great development potential, and every student can grow actively and succeed, so we should be full of confidence in teaching. Students are people in the process of development. Whether students can learn well, grow up healthily and be happy has a lot to do with schools and teachers. Second, students are unique people. Students are complete people with rich personality, not simple and abstract learners. In teaching, we should give students a complete life world, enrich their spiritual life, and give them time and space to fully display their individual strength. Every student has his own uniqueness. Their interests, hobbies, motives, needs, temperament, personality, intelligence and specialties are different, and each has its own emphasis. This personality difference of students is not only the basis of education, but also the premise of their development. We should cherish and develop this difference as a kind of wealth, so that every student can develop completely and freely on his own basis. Third, students are independent people. Students are constantly changing and developing organisms, objective beings that are not transferred by teachers' will, rather than lambs that teachers can slaughter at will. In teaching, teachers should not impose their will or knowledge on students, but should stimulate students' interest in learning through scientific methods and means, and guide students to understand and develop their own abilities in active and independent exploration and experience activities, and form good moral character. Students are the main body of learning. They have their own minds, senses, personalities and desires, their own knowledge and ideological basis, and their own laws of thinking and action, that is, they have their own material basis for learning, and they can carry out their own unique learning activities and develop themselves with their own material basis for learning. Therefore, teachers should not replace students' learning with their own teaching, but should guide students to read, feel, observe, analyze and think on their own initiative. Students are the subject of responsibility and power. From the legal and ethical point of view, in modern society ruled by law, students are the subject of rights, they enjoy full rights to study and live, and they are also the subject of responsibility. They are responsible for study, life and others. In teaching, we must fully protect the rights of students, help students learn to take responsibility and strengthen this concept, which is the requirement of the times.

3. Establish a new concept of curriculum, and strive to realize the joint creation and development of curriculum by teachers and students.

In the relationship between teaching and curriculum, curriculum is the main aspect of contradiction, and curriculum view is the leading factor. The view of curriculum determines the view of teaching. In the past, the traditional concept of teaching theory unilaterally understood "curriculum" as "normative content" and regarded "curriculum" only as a matter of "government" and "subject experts". Teachers have no right and don't need to think about curriculum issues. "Curriculum" is an authoritarian political party, which becomes a kind of instruction and regulation, teaching materials become the Bible, and teaching becomes a controlled and dominated political party. Curriculum and teaching are opposite, and they are only a mechanical, one-way and linear relationship (not multidimensional), which makes the curriculum isolated, closed, shrinking, complex, difficult, deviated and outdated.

This curriculum reform fundamentally broke the situation of "curriculum autocracy" and established a new system of "curriculum democracy" (three-level curriculum management system). We must fully understand the great changes in curriculum management and curriculum concept in this curriculum reform, and fully realize that teachers and students are the rights and obligations endowed by history in teaching. Teachers can no longer just copy textbooks, and students can no longer just accept and absorb textbooks mechanically. Teachers and students should boldly make constant changes and innovations according to the given course content, so that the given content can be transformed into "their own courses" (that is, courses that conform to the actual situation of the local area, schools, teachers and students).

4, establish a new educational values, "all for the development of students".

Primary school teaching is divided into disciplines, and the focus of discipline teaching is on learning and people, which embodies two different educational values.

The discipline-based theory pays too much attention to disciplines, overemphasizes the independence and importance of disciplines, and puts disciplines above education and people. First, it pays more attention to cognition than emotion; Second, paying more attention to teaching than educating people, while strengthening and highlighting subject knowledge, fundamentally losing the overall concern for the existence and development of human life, thus dismembering students.

Subject-based is knowledge-based. This guiding ideology only pays attention to students' memory, understanding and mastery of subject knowledge, but ignores students' emotional life and experience in teaching activities, ignoring students' moral life and personality cultivation. This is the biggest dereliction of duty in subject teaching.

The new curriculum pays great attention to every student, respects and cares for every student, and pays attention to every student's emotional life and experience, moral life and personality development while paying attention to subject knowledge, cultivating students' ability and following the law of subject development.

We must keep in mind the educational values advocated by the new curriculum, pay attention to cultivating students' moral quality while imparting knowledge and developing ability, and truly realize the unity of teaching and educating people.