Because the consciousness of primary school students is still vague and unstable, we should fully consider this characteristic of primary school students and grasp several basic principles when carrying out ideological and moral education for students. First of all, the ideological and moral education in primary schools should be targeted. The so-called pertinence refers to helping students get rid of bad habits and correct incorrect understanding in time according to their actual situation. For example, under the influence of business sense, fifth-grade students think that they don't have to work so hard as long as they pass the exam. After class, I will set up a stall with my family, find some jobs, earn more money and satisfy my parents. I understand this situation. In education, I tell the truth and reason, and let her know that as a student, she should focus on her study, and just passing the exam is a sign of not making progress. Only by concentrating on reading a good book can she be correct. As for setting up stalls in winter and summer vacations or finding a small job to earn some money to improve your life, it is also possible. But during my school days, I should study hard actively. Under my patient teaching, I finally put reading to make money in the minds of students, and also solved the ideological contradictions of such students. For example, in view of students' disunity, mutual jealousy and tension, I promptly solve the guidance, grasp the psychological characteristics of students, and completely resolve the contradictions. To solve these students' contradictions, we must first educate them according to the seriousness and context of the matter. At this point, I listed a vicious incident that happened in the village. Because of the contradiction between students, parents of both sides fought for education. Guide them to learn from their mistakes and recklessness through examples. After education, they all made self-criticism and self-review, expressed their determination to correct, and apologized to each other. Their actions, at the same time, also affected other disunited students, so that these students are also deeply infected and do a good job of unity with each other. Second, ideological and moral education should adhere to diversification. The so-called diversification refers to the diversification of educational forms: classroom teachers explain to students according to the textbooks of ideological and moral courses, supplement rich moral education materials in combination with reality, pay attention to grasping the purpose of moral education, clarify the reality of characters, and let students feel the truth of moral education. On the basis of explanation and cognition, class discussion is organized for students to deepen their understanding and give full play to their self-education ability. Special class meetings create opportunities for students and hold meaningful special class meetings on moral education, so that students can gain something from the activities. Third, ideological education should be exemplary. The so-called demonstration means that teachers should practice in educating students and become role models and models for students. Pupils have the habit of imitating. On the contrary, teachers' words and deeds will directly affect students' behavior patterns. For example, teachers are required to set an example in moral cultivation. However, when teachers put forward moral education requirements for students, such as hygiene, caring for public property and civilization, teachers' own moral character will affect students, and students will have the psychology of comparing. Therefore, when educating students, teachers should insist on demonstrating, otherwise the education of students will weaken their strength. Fourth, to strengthen students' education, we must first optimize the teaching of ideological and moral courses. The so-called optimization means that teachers should effectively stimulate students' interest, mobilize students' enthusiasm, improve teaching effect and achieve the teaching purpose of integrating knowledge with practice. In addition, extracurricular exercises should be well designed and homework should be kept. Practice should proceed from reality, closely follow the primary school code and the daily behavior norms of primary school students. The homework of ideological and moral course is mainly to let students conduct social investigation and conduct behavior training. Learn a moral image and accept a moral truth, so as to cultivate students' good moral behavior. Students' thoughts will be silently infected and enlightened by the deeds of advanced figures around them, and they will also improve their self-cultivation.
In short, in the process of "Morality and Society" teaching activities, teachers should not only let students cultivate good moral character through perception, experience, practice, participation and cooperation, but also pay attention to information communication, and gradually improve students' self-cultivation quality through interaction and communication between students and teachers and students in class, so that students can finally establish good moral character.