Ma Xiaoping, a late Chinese teacher in Shenzhen University Middle School, believes that students now suffer from three kinds of deficiency: lack of human civilization, lack of humanistic literacy and lack of civic literacy. In view of the students' shortcomings, he made every effort to compile the Humanistic Literacy Reader, aiming at improving students' literacy in all aspects and becoming a real "person". The discussion on education in the report of the 18th National Congress of the Communist Party of China clearly points out that educating people by moral education is the fundamental task of education, while the fundamental mission of schools is to "educate people", and the main position of "educate people" is the classroom. Herbart, a German educator, once said: "If there is no moral education in teaching, it is just a means without a purpose. Without teaching, moral education will lose its means and purpose. " Ideological and moral education in classroom teaching should take knowledge as the carrier and be embodied in the teaching process in a concrete, natural and effective way. Don't study moral education from the specific content of teaching, don't preach to students in an empty way, and don't carry out ideological and moral education in a complicated way. That will not only weaken the systematization of knowledge, affect students' understanding of knowledge, but even arouse students' disgust. The infiltration of moral education in classroom teaching should be natural, not deliberate. Chinese subject is the unity of instrumentality and humanity. In Chinese classroom teaching, we should not only pay attention to the internal relationship between ideological content and language, but also pay attention to the harmonious unity of ideological content and knowledge, grasp the starting point of quasi-ideological education and correctly carry out moral education. Therefore, we should seize the opportunity, organically infiltrate in teaching, and achieve teaching and educating people. For example, when studying the Three Gorges of the Yangtze River, the author wrote about the risk of Xiling Gorge he experienced, focusing on Zigui and Xiangxi, citing the legend of Qu Yuan and Du Fu's poems. At this time, guide students to think and discuss "What is the role of quoting Qu Yuan's legend and Du Fu's poems in this paper?" After some discussion and demonstration by the students, the teacher should sum up and tell the students clearly: "Citing the legends about Qu Yuan and Du Fu's poems not only enriches the content of the article, but also brings the readers into the realm of wonderful fantasy, making the magical and beautiful Three Gorges more poetic and picturesque, further highlighting that the Yangtze River is the' mother river' of the Chinese nation and has nurtured the splendid civilization of the Chinese nation." Inspire students to love the great rivers and mountains of the motherland. In summing up the full text, students' ideology and morality can be cultivated: "Under the guidance of the author, we enjoyed a' magnificent and magnificent' Three Gorges scenery map. Because the author loves the motherland, he is full of affection for the mountains, rivers, grass and trees of the motherland; Because I love life, I have creative inspiration and stimulate creative passion. The Three Gorges of the Yangtze River was created under such feelings, which gave us high-spirited strength and beautiful enjoyment. " Because the true meaning of education lies in the influence of culture, what is smoked out is temperament, charm and personality. Lide Shu Ren has not only cultural influence, but also life influence. Dewey, an American educator, pointed out: "Moral education can only become real education through life." Mr. Tao Xingzhi, a famous educator in China, also pointed out that moral education should be placed in life and students should be educated with life. Educators' ideological theory enlightens us that the form and method of "educating people by moral education" can go out of the classroom, that is, let students go out of school and join the society, see, ask, observe, feel and comprehend ... These self-experience activities are also the most effective moral education, and students' personal participation and experience of society is also a fortune in their growth.