One is the "knowledge tendency" in the guiding ideology of moral education.
Modern society pays special attention to the economic function of education-cultivating a large number of talents urgently needed for economic development, and the evaluation and selection of these talents mostly focus on scientific and cultural knowledge and the assessment of professional talents. Under this social background, exam-oriented education has a serious tendency of knowledge, which is embodied in the "score first" and "one-sided pursuit of enrollment rate" in general education-the only indicators to evaluate a school's running level, teaching quality and teachers' performance are students' exam scores and the enrollment rate of the school. Therefore, the phenomenon of "valuing wisdom over morality" and "valuing knowledge over ability" generally exists in schools: "Moral education focuses on words, focusing on deeds, not being busy", "Moral education is a soft indicator, intellectual education is a hard indicator, physical education is a real indicator, aesthetic education is not, and labor education is an additional indicator". (Note: Yan Yi: Opportunities and Challenges, Education Science Press, 1990, p. 76. It is reported that there is a topic "What is the task of teaching?" In the "Pedagogy" examination of middle school teachers in a province 1989. Most (more than 80%) middle school teachers replied: "impart knowledge and develop intelligence." All these things, ignoring or even abandoning the guiding ideology and practical behavior of moral education will inevitably lead to the weakness and inefficiency of moral education in primary and secondary schools in China.
Second, it is manifested in the "goal view" of moral education objects.
In 1930s, a communication theory-"Target Theory" was popular in the West: the propagandist shot at the "target" (educated person) with a bullet in his hand. As long as he hits the target, he will fall to the ground. Under the influence of the exam-oriented education mode, moral education in primary and secondary schools in China pursues the "goal view", regards students as the "target" of passive beating, passively accepts the "tape recorder" of moral preaching, adopts the one-way moral education mode of closed indoctrination, and has no independent thoughts. Raymond Bauer, an American psychologist, hit the nail on the head and pointed out its bad consequences: "The target is stubborn, and it tries to repel and resist bullets." . Many of our educators have also tasted the bitter fruit: "I don't necessarily listen to what you say." You want to influence but I don't want to be moved. " A middle school political teacher said helplessly: "In the 1950s and 1960s, students listened, believed and did whatever the teacher said; It's very different now. I'm talking about Jiao, a good example of the county party secretary. The students pointed out that Jiao was not a good leader in the era of market economy. Talking about the style of pine trees, the students also pointed out that it is a big disadvantage for pine trees to remain unchanged in four seasons. When it comes to Yugong moving mountains, students think of protecting the ecological environment and natural landscape, and they can't move mountains at will, and it's much easier to move them than to move mountains ... "(Noe: Yan Yi: Opportunities and Challenges, Education Science Press, 1990, p. 85. Nowadays, the amount of social information is increasing, students' knowledge is getting wider and wider, and their subjective consciousness is getting stronger and stronger. Educators will naturally have more independent choices and "rejection and resistance" when preaching morality. If educators blindly stick to the rules, copy the practice of closed period in 1950s and 1960s, regard students as "targets" and "tape recorders" without spirituality, and expect students to respond positively, they will rarely fail.
Third, in the goal of moral education, the benchmark is too high.
The so-called "high standard" means that educators have set unattainable political and moral standards without considering the age characteristics and acceptance level of primary and secondary school students, as well as the ideological consciousness, moral level and cultural quality of all citizens in the primary stage of socialism, such as conducting dialectical materialism and historical materialism education in the ideological and moral classes of primary and secondary school students, putting forward the requirements of "loving socialism" and establishing "lofty ideals of communism". Even judging their words and deeds by the standards of advanced elements of proletarian political parties makes students lose confidence, interest and motivation in practice, and even develop the habit of telling lies and empty words. Some of these high benchmarks may not meet the standards. Although students can learn by heart and get high scores or even full marks in the moral examination, it is difficult to internalize their own behavioral motives and moral qualities. Our educators know this, but they are still very concerned about and satisfied with the students' exam results. How can this kind of moral education, which emphasizes form (the improvement of scores) and ignores substance (the cultivation of behavior and morality), be inefficient?
Fourthly, the scope and content of moral education are also manifested as "tradition" and "sports".
"Moral education in socialist schools in China includes three parts: moral quality education, that is, guiding students to gradually master socialist moral norms and fulfill moral obligations in order to form noble moral quality; Political education, that is, to guide students to adhere to the socialist road, adhere to the leadership of * * *, and gradually form a clear political attitude and position of love and hatred; Ideological education is to guide students to gradually master the basic viewpoints of dialectical materialism and historical materialism in order to form a correct outlook on life and a scientific world outlook. " (Note: Suhomlinski: Pavlis Middle School, Education Science Press, 1983, p. 63. The corresponding moral education contents are: "patriotism education, revolutionary ideal and tradition education, collectivism education, labor education, democracy, legal system and discipline education, humanitarianism and social morality education, outlook on life and world." (Note: Wang Daojun and Wang Hanlan, eds.: Pedagogy, People's Education Press, 2nd edition, 1989, pp. 333 and 334. This is a summary of the scope and content of school moral education in China since the founding of the People's Republic of China by the authority of educational theory. This "traditional" moral education has a serious defect, that is, it ignores the psychological quality education of students: cultivating students' independent spirit and personality psychology with pioneering spirit, self-esteem, self-reliance and hard work, cultivating sentiment, exercising will, cultivating aesthetic ability, conducting psychological health education and guidance, helping students improve their psychological quality, perfecting their personality, and enhancing their ability to resist setbacks and adapt to the environment. With the all-round and in-depth development of the socialist market economy, fierce social competition requires students to have good psychological quality, but the individual psychological quality of primary and secondary school students, who are mostly only children, is not satisfactory: they are generally not good at coordinating interpersonal relationships, overcoming learning anxiety, lacking willpower to endure setbacks and keep making progress, and lacking self-control to restrain their desires. The environment is not suitable, and they themselves can't eliminate psychological tension and obstacles ... These problems don't all belong to the category of politics, ideology and morality. The "traditional" moral education can't solve these problems, which leads to the deviation and inefficiency of the overall moral education in schools. The so-called "sports style" of moral education content means that school moral education always follows the social and political situation, focusing on this education for a while and that education for a while. If there are any hot issues in the society, the school will carry out some education, which violates the long-term and systematic laws of moral education, inevitably makes the requirements of moral education one-sided, the effect of moral education short-term, and finally leads to the inefficiency and failure of school moral education.
Fifthly, it has the characteristics of "mandatory" and "component" in the methods and approaches of moral education.
The so-called "compulsion" means that moral education in schools only emphasizes social requirements and ignores students' psychological development needs; Only attach importance to the correctness of educational requirements and ignore their acceptability; Emphasize common requirements and ignore unhealthy tendencies such as personality guidance. "Telling the truth" and "police mode" are its typical manifestations. In order to ensure the correctness of educational requirements, our educators only preach positive truths and images to students, such as how the socialist system is superior and how the capitalist system is decadent and dark. Our teachers also play the role of "police" consciously or unconsciously when educating students: the police only supervise and punish violations of laws and regulations, while the teachers turn a blind eye (take it for granted) to students' good behavior of obeying rules and regulations, and only hold a magnifying glass to severely criticize and reprimand students' shortcomings and mistakes. Some teachers also put those "disruptive" students who often make mistakes on the "special seats" next to the podium, closely control them nearby, and use smiles and praises sparingly. These practices are not convincing to convince students, nor can they teach students in accordance with their aptitude, so that students can get the pleasure and motivation of success from the return of good behavior. Educational requirements are difficult to internalize into students' own moral needs, and even lead to students' rebellious psychology. Its inefficiency and failure should be reasonable.
The so-called "component type" means that in the way of moral education, the moral education forces of schools, families and society lack communication and coordination, and the educational requirements are inconsistent or even contradictory, forming educational components and reactions, which eventually leads to the inefficiency and failure of school moral education. The purpose of socialist education requires that every teacher should consciously assume the responsibility of teaching and educating people, and give play to the collective educational role of teachers. However, under the influence of the exam-oriented education model, the old concepts such as "ideological and moral education is a matter of' three teams' (political teachers, class teachers and team organizations)" and "full-time teachers only need to concentrate on teaching their own lessons and get students' grades up" have greatly weakened the joint force of school moral education itself; However, negative factors such as family education and social reality, such as philistinism and decay, mercilessly scour the moral dam that school moral education has painstakingly built for students. An hour's ideological education in class is not as good as a finger of parents at home, nor as good as a shot in public places and movies. "