Education should promote the all-round development of children.
The content of kindergarten education is comprehensive and enlightening, which can be divided into five fields, such as health, language, society, science and art, and can also be divided into other different fields. The content of various fields permeates each other, which promotes the development of children's emotion, attitude, ability, knowledge and skills from different angles. At present, the vast majority of kindergartens in China carry out education according to the educational objectives in five major fields. However, some kindergartens cannot fully carry out this educational activity because of the lack of teachers. Even if some kindergartens can be carried out, they have not been implemented. Using its curriculum to cover the five main areas of education has abandoned the essence of early childhood education to some extent. The curriculum in kindergarten is different from that in primary school. Kindergarten curriculum was originally established from the reality of young children. The so-called "five fields" are only a reference scheme for teachers to know that children should be fully developed. Kindergarten curriculum should be close to life. Kindergartens must pay attention to children's lives, interests and needs, and start from children's physical and mental laws and learning characteristics, so that children can participate in various activities with observation, operation, communication and expression as the main forms. Let them improve themselves and show themselves from happy teaching activities.
(2) Education should follow the law of children's development.
Zhu believes that school moral education should be carried out in three stages. It can be seen that the moral standards and requirements at each stage are different, but this does not mean that moral education at each stage is fragmented or isolated. On the contrary, Zhu believes that different stages are a continuous whole, and each stage should be interrelated, from shallow to deep, from simple to complex and uninterrupted. Childhood and primary school are the foundation, and the university stage is the expansion and deepening of the primary school stage. Therefore, in the process of moral education, we should not only adhere to the relative independence of moral education at each stage, but also adhere to the continuity of education at each stage.
Zhu's moral education method tells us that moral education for students is a long-term and arduous project, and we must not rush for success, unrealistically ask the educated too quickly, and fantasize about it overnight. However, in the current practice of ideological and moral education in our country, there are not only unrealistic practices of "being resolute and swift" and "getting immediate results", but also disadvantages of being eager for quick success, exultation and formalism. Therefore, contemporary ideological and moral education should attach great importance to the gradual method advocated by Zhu, adopt different moral education methods and implement different moral education contents for students of different ages, that is, teach students in accordance with their aptitude. Only by carrying out moral education step by step and continuously can we improve students' moral quality and level.