[Keywords:] Fundamentally, no one will doubt the necessity of moral education, especially parents always want their children to stay away from vulgarity and rudeness and become virtuous people. However, with the spring breeze of reform and opening up, a large number of migrant workers poured into cities, leaving behind old people and young children. Although everyone wants to teach their children well, the old people who stay at home are powerless or unable to do so. They should not only farm at home, but also be busy with their children's daily lives. How can they have time to educate their children better? So the burden of education falls on schools and teachers. How to do a good job in children's moral education? I think we should start from the following aspects: first, strengthen the construction of school moral education system, and plan the school moral education system as a whole from the connection of universities, middle schools and primary schools. According to the overall goal of moral education, following the law of ideological and moral formation of young students and the requirements of social development, we should scientifically plan the specific contents, implementation ways and methods of each education stage step by step. Second, conduct moral education in daily life. The daily life of school life is first and foremost a manifestation of children's nature. The life of younger children is daily, and they are not adapted to the institutionalized life. After entering the school, their nature has been suppressed and blocked to a certain extent in the compulsory institutional life, but children are always looking for opportunities to release their nature and paint their children's and daily colors in this institutional life. From another point of view, children will inevitably bring daily life outside school into school life, and show the inertia of daily life in school life. It is precisely because in daily life, human nature is exposed, and people can really meet each other, avoiding many masks and masks. In school life, the exposure of children's nature makes school life have daily color, which has important moral significance. First of all, just as animals leave their own smells to "own" in a certain range, children leave some daily colors and smells in the relatively rigid school system life, which makes school life have some "owned" elements, and then gain a sense of security and cultural adaptation. Secondly, the essence revealed in daily schools is interactive and influential. Children of all natures interact with each other without shelter, and moral education and moral learning take place quietly through mechanisms such as suggestion, accepting suggestion and non-reflective behavior. Third, in daily school life, children objectify and externalize their "essence", but this process will not be one-way, and at the same time there will be "internalization". The external environment and people will inevitably interact with the externalized "essence", thus enriching and developing this "essence". In institutional life, the system is a wall between people and morality, which makes people and morality "face each other across the wall" and cannot meet each other directly. Bowman profoundly pointed out that in institutional life, "the actor is not facing another person, but a' prescribed requirement'; The real connection occurs between the actor and the rules, and the reason or purpose of the other party's behavior is only the moving piece on the chessboard of rights and obligations. " [1] That is to say, in institutional life, people do not directly contact with others, but directly contact with the system, and then indirectly contact with others through the system. In this case, people and morality are shielded to some extent. Different from this, in daily life or daily life, the wall of system basically does not exist, people are directly related, and people are always in contact with morality. Unlike the system and rationality in institutional life, which are the dominant regulating factors between people, morality and emotion are the dominant and direct regulating factors in daily life. [2] In daily school life, children treat others as people like themselves, which will inevitably lead to "empathy" and respect for others, and this is the way in which morality plays a role. Of course, this encounter with morality all the time, or "empathy" and respect for others, is sometimes not necessarily deliberate, but may be expressed automatically and habitually without thinking, which is precisely a stage in which morality and people are integrated. In daily life or daily life, people become familiar and attached from strangers and become an "acquaintance society". If the ethics between strangers is a rational ethics, such as justice, fairness and politeness, then the ethics among members of "acquaintance society" is obviously perceptual. In school life, students become acquaintances through daily and institutional exchanges, and interpersonal relationships are also emotional relationships to a certain extent. A child's concern, concern and consideration for other children who live with him is a real moral emotional experience and self-education way for himself, and also a real moral emotional experience and moral education process for the other party. Traceless is associated with low rebellious mentality, low resistance and low effectiveness. The nature of education attached to daily life is "unintentional", which is an effect obtained according to the requirements of natural life. It does not constitute an additional mental and psychological burden on the educated side, and the educated also unconsciously absorbs and nourishes education, and will not produce rebellious psychology and rebellious behavior. This is an unconscious influence, which has its own characteristics and advantages compared with conscious influence. Consciously influence or purposeful, organized and planned educational activities, the educated can clearly understand their own goals and motives, and independent educated people will also "rebel and resist" purposefully and planned in some cases. Without resistance and resistance, the influence is unintentionally imposed and accepted. This process is long-term, so the effectiveness of this kind of education is reliable. We can say that the quality formed through this process is the "knowledge of virtue" and the "second nature" of people. Of course, we must admit that the influence and education we have received in this process are not all positive, but the mixture of various components, which makes people's overall personality present a tension structure in which various components coexist. Three. Strengthening Patriotism Education Patriotism Education Base inherits a long history and culture and records the brilliant achievements of China people. It is a big classroom to stimulate patriotic feelings, cultivate national spirit, cultivate moral sentiments and enhance moral cultivation. Therefore, under the condition of market economy, correctly handling the relationship between social benefits and economic benefits and always putting social benefits in the first place should be regarded as an important principle that must be followed for a long time to strengthen and improve the patriotic education base. On the one hand, the competent authorities should strengthen the comprehensive management of the internal and surrounding environment of the base, standardize the service scope and business activities, and create a clean, solemn and orderly atmosphere for visiting, so that the education base can truly become an important position for propagating scientific theories, spreading advanced culture, shaping a beautiful mind, promoting social integrity and advocating scientific spirit. On the other hand, all educational bases should adhere to the principle of social welfare and implement preferential fare measures for student group visits. Patriotism education bases, mainly museums and memorial halls, should try to implement free tickets for groups of primary and secondary school students; Half a ticket for students to visit individually; Parents are allowed to show their children around, and the children are free. Some operating education bases should also create conditions, set aside special time slots for students to use free of charge, and create a good environment for the majority of minors to further enter the education bases to receive patriotic education. Fourth, strengthen the construction of moral education laws and regulations in primary and secondary schools. Moral education in primary and secondary schools should gradually become scientific, standardized and institutionalized. An important construction is to establish laws and regulations, including new laws and regulations, systems and evaluation standards, to ensure the status and tasks of moral education, and the main principles and policies should be authoritative and stable. Fifth, strengthen the construction of moral education network. Primary and secondary schools should establish and improve the network of "teaching and educating people, managing and educating people"; It is necessary to establish and improve the moral education network of "integration of society, school and family" outside the school. With the development of the community, we should attach importance to learning and give full play to the moral education function of the community in the network. Sixth, teachers should set an example. Seventh, suggestions on strengthening the construction of moral education team. In order to meet the requirements of 2 1 century, a moral education team with full-time and complementary functions, firm belief and exquisite business should be established. Actively plan and formulate measures, strengthen ideological construction and professional training, improve treatment, and train a group of special-grade teachers and moral education experts on the basis of general improvement. Eight, strengthen the theoretical construction of moral education with China characteristics. Under the guidance of Comrade Deng Xiaoping's Theory of Building Socialism with Chinese characteristics, we should carry out scientific research and experiments on moral education, absorb valuable research results in the fields of psychology, ethics, sociology, aesthetics and pedagogy at home and abroad, and establish a scientific moral education theory in China to guide moral education practice in primary and secondary schools in the new period.