The hierarchy of moral education is determined by the law of physical and mental development of young students. The stage characteristics of students' physical and mental development determine the hierarchy of school moral education management, which can be divided into school-level management, grade management and class management. School-level management mainly lies in unifying understanding, requirements, steps and actions; Grade management is mainly to turn the unified requirements of schools into grade consensus. Formulate systems and methods that meet the characteristics of grades; Class management is to concretize the requirements of school levels and grades, pay attention to actions, repeat training and form habits. Adhering to the consistency of moral education means that the management objectives and contents should be consistent. Only in this way can moral education be grasped and managed at all levels, and all management levels can effectively achieve the goal of combining work with goals; Responsible for division of labor, combined with ideas; Only by mutual restraint, mutual promotion, perseverance and giving full play to collective advantages can we grasp the characteristics and achieve results.
Second, adhering to the purpose of moral education is the purpose of improving the effectiveness of moral education.
All the work of the school is to change students' minds. Therefore ... school leaders and teachers should firmly establish the guiding ideology of "all for students, all for students, all for students". "All for students" means all the work of the school-from classroom to activities, from indoor environment to campus greening, beautification and cultural construction-with the aim of educating, cultivating, shaping and improving students. "For all students" means to include all students in the list of education and improvement. It is not advisable to focus on the enrollment rate, unilaterally pursue the enrollment rate and abandon the poor students. Social development and progress require improving the quality of all citizens. So in a sense, transforming a poor student has more social value than improving a top student. "All for students" is to satisfy students, let them show their strengths and abilities, meet all conditions as much as possible, and give full play to their intelligence. In a word, school work should think about what students think, be anxious about what students are anxious about, do what students need, and cultivate qualified and specialized compound talents for the society.
Thirdly, adhering to the demonstration of moral education is the basis of improving the effectiveness of moral education.
Only by "getting close to his teacher" can we "believe in his way" and "believe in his way" and "carry out his orders". Therefore, in ideological and moral education and knowledge education, theoretical education and practical activities, individual activities and collective activities, persuasion education and strict management, realistic education and ideal education, schools should respect, understand, love and trust students, set an example for students at any time, anywhere and in any matter, establish a harmonious relationship between teachers and students, and let students understand and trust teachers. Often go deep into students and observe their thoughts, morality, study, life, body, psychology, personality, specialties and other aspects; Understand, care, sympathize and help every student, close the relationship between teachers and students, and cultivate deep friendship; Integrate ideals, beliefs, sentiments and upbringing. Use your moral demeanor and personality strength to influence and infect students at any time. The deep affection between teachers and students virtually enhances the cohesion and appeal of moral education. In this way, teachers will receive the expected results in the "guidance".
4. Sticking to the emotionality of moral education is the key to improve the effectiveness of moral education.
Moral education is a kind of theoretical education, which needs rational enlightenment to make students understand the right and wrong of things, but it will not be effective just to keep a straight face and be negative. The so-called "reasonable", blindly reasonable will produce "emotional infarction", unreasonable, reasonable can not be achieved. Therefore, in educational activities, we should not only pay attention to the simplicity of theory, but also pay attention to the stimulation of emotions, so that students can be tempted, moved and moved, and their thoughts and behaviors can develop smoothly along our moral education. Even classroom teaching and individual persuasion education. Teachers should also be full of true feelings and feelings, and make students rational, emotional and smooth, and be impressed by both rational logic and emotional power. When students encounter difficulties (work, study, life), setbacks (work, life, thoughts) or misfortune, when students get honors (winning prizes in competitions, approving teams, being selected as "three excellent students", etc.), they get achievements or success (a creative invention achieves the expected purpose, etc. ), when students make mistakes but have realized them, when students make progress.
5. Adhering to the sociality of moral education is the fundamental measure to improve the effectiveness of moral education.
Moral education in primary and secondary schools in China has formed a management mechanism that focuses on political and moral lessons, supplemented by class activities and extracurricular activities. This single-channel management mechanism, which focuses on school education, is far from meeting the needs of education management under the conditions of modern society. It is necessary to change from a single-channel school education to a multi-channel three-dimensional education that crosses schools, families and society. Social education is an inevitable continuation of school education. With the modernization of society, students have more opportunities to contact with society and more information, and students are inevitably influenced by society from different time and space. In this regard, schools should not shy away from it, let alone be passive. Instead, they should actively make full use of and create favorable conditions for social education, rely on and guide society to carry out various moral education activities, expand educational space, and overcome unfavorable factors, so as to make it an "additive" and a "catalyst" for school moral education. As a necessary supplement to school education, family education plays an irreplaceable role. At present, parents attach great importance to their children's education and are also very involved. However, a considerable number of parents failed in family education because of lack of scientific education. Therefore. Instilling parents with scientific educational ideas, imparting scientific educational methods and forming a good family education environment are the links that cannot be ignored in school moral education. To this end, schools can set up parent committees in different grades, improve the system of home visits, run parent schools well, and hold regular lectures on educational laws and methods to guide parents on how to educate their children correctly and put an end to rude education. Therefore, schools should strive to build a moral education network integrating schools, families and society, combine school education forces with social education forces, strengthen the socialization and three-dimensional management of moral education, and give vitality to the moral education management of school education forces, so as to make them fully harmonious and unified at a new level.