First, let students become the center of moral education management and learn to manage themselves.
Teachers' management role should be changed, so that the Political and Educational Affairs Office and the head teacher can be changed from the executors at the front desk to the directors behind the scenes, and the students' enthusiasm and creativity can be brought into play by standardizing, guiding and serving them well, so that the students can be changed from passive educatees to masters of independent education.
Schools should establish an all-round and three-dimensional self-management system, so that students' self-management can penetrate into every corner of school work and class work, so that students can become the masters of schools and classes. In practice, we should let students have something to do, perform their duties, self-manage, self-discipline and self-educate, and enhance their management ability and comprehensive ability. Students are similar in age and are self-managed. Compared with teacher management, students are easier to accept and form their own values and codes of conduct.
Teachers should delegate power and leave the organization and management of various activities in schools and classes to students with confidence and boldness. Provide guidance and necessary conditions for students to design various activity plans and carry out corresponding activities as hosts. In this way, moral education has changed from passive acceptance of students to active exploration and participation, which has improved students' sense of ownership and enhanced the cohesion of schools and classes.
Second, respect students' moral needs and develop students' personality.
Over the years, we often attribute the quality of moral behavior to moral understanding and ignore moral needs. In fact, people's moral behavior motivation comes from moral needs, and students' various moral behaviors and moral abilities come from various moral needs. Therefore, how to meet students' reasonable moral needs in the process of moral education has become a problem that we need to seriously consider. For example, sixth-grade students have a strong desire for self-expression, and some want to be class cadres and show their management ability; Some can draw and want to show their painting skills; Some are good at expressing and want to tell you stories. As a teacher, we should try our best to meet the reasonable requirements of students, cancel the "cadre tenure system" and implement the "cadre rotation system" so that students can compete for posts.
Let the whole class take turns as the class leader, study Committee member, monitor and other positions, so that they can experience the process of class management. As a result, the students all performed well. Some students organized a "story meeting". They took the initiative to contact each class and used activity classes to tell stories in each class, which was welcomed by the students. Practice has proved that in the process of moral education, students' moral behavior has a solid foundation by supporting and satisfying their reasonable needs as much as possible, actively guiding their practice and gradually forming a mechanism combining moral needs with self-education.
Third, cultivate students' moral feelings and develop correct moral beliefs.
Emotion is a unique experience of people's attitude towards objective things, which has a moral need for the subject and plays an intermediary role in forming ideas and beliefs. Moral emotion is the premise and foundation for people to form certain moral beliefs, and it plays an inspiring role in the development of students' subjectivity. Moral belief is a creed that individuals think must be followed and determined to realize. It is not only a psychological component, but also an organic unity of profound moral understanding, strong moral emotion and tenacious moral will. It is the advanced form of moral motivation, the real internal motivation for individuals to produce moral behavior, and the central link in people's moral and psychological structure. Nature should be the highest goal pursued by school moral education. In the process of moral education, we should insist on taking emotion as the central axis. For example, let students choose a revolutionary leader, hero or expert celebrity they admire most as a model for learning and use their deeds to motivate themselves to move forward; Make an action plan to realize your ideals and beliefs, announce it in the class, and implement it under the guidance, help and supervision of everyone. Through these meaningful activities, we can cultivate and enrich students' moral feelings, promote the formation of students' moral beliefs and develop students' subjectivity.
Fourth, scientifically design the moral education evaluation system, so that students can learn to evaluate themselves.
In school moral education, we should attach importance to the evaluation of students' moral education and pass it on to students themselves to promote moral education practice. For example, establish students' personal moral education files and moral education banks, including study, discipline, activities, life and other aspects during school, scientifically set points and deduct points, increase the use of grades, and make students master their moral education grades by themselves, gradually make them learn to evaluate themselves, make them know themselves correctly, know their shortcomings and deficiencies, and gradually restrain themselves and supervise themselves in future practice, further promoting the formation and self-improvement of their good quality.
To make students the main body of moral education is to put students at the center of moral education, give full play to their main role, make students learn self-knowledge, self-management and self-evaluation, improve their self-education ability, gradually transform external education into their own conscious behavior, and make moral education play an effective role.
Fifth, we should attach importance to the autonomy of the educated and strive to combine education with self-education.
Moral education is an educational activity that educators and educatees participate in together, and it is a process of unifying the activities of educators and educatees themselves. Any external education must be internalized by the educated before it can take effect. Suhomlinski pointed out that only "education that promotes self-education is real education". Students do not mechanically and completely accept the moral education requirements put forward by the head teacher, but selectively accept them according to their existing ideological level, knowledge level and various needs, and the accepted part will gradually turn into moral consciousness and guide their own moral judgment. This process is actually a process of students' self-education. The combination of education and self-education is to develop the self-awareness of the educated and stimulate their self-education requirements. In my opinion, to stimulate students' self-education, we must first make students the main body of moral education and let them get a pleasant spiritual experience in the process of moral education. In the process of moral education, if a student is recognized, praised and affirmed through moral behavior and has a positive and happy mood, he will actively repeat these behaviors in his later life. After students conduct moral behavior, they should be praised in time to enhance the positive aspects of students' thoughts and behaviors and suppress the negative aspects. Many teachers will praise and reward students after their moral behavior, but they often ignore the education of students as the main body of moral education, and do not let other students participate in the discussion of why the students who are praised and rewarded are praised and rewarded, including the people who are praised and rewarded themselves, and they have not received further education.
The activities organized by the school are the stage for students to exercise their abilities and show their talents. To implement school education, we must strive to improve the ability of independent management. Love is the life of education, the catalyst, lubricant and adhesive of education. Teachers have reached a consensus on the view that education needs love. But how to love is different. In my opinion, to love students, we must teach them self-management and promote the improvement of self-management ability. It is our eternal concern to improve students' self-management ability under the guidance of independent moral education.