In a moral and social class, the author showed an analysis question: Mom said, "If you don't study hard now, you will sweep the street when you grow up." Is this sentence right or wrong? The whole class said in unison, "No!" Why not? Only a few hands were laid thinly in class, and a student who usually performed well stood up. Kan Kan talked about it in succession, denouncing this statement as incorrect and talking about the glory of labor. But when it was the student's turn to be on duty after class, he didn't work hard. Classmates criticized him, but he plausibly said, "I just need to read the book well, and those who have no ability will sweep the floor!" " Say that finish, don't look back. Afterwards, the author talked to him, and he said, "Teacher, in fact, what is said in class is true and false. The reality in life is that if you can't read a good book, you have to sweep the floor and maybe get laid off. " "Then why don't you speak out?" The student looked at me in surprise and replied, "How is that possible? If I say so, what will the teacher classmates think of me ... "

This small case should arouse all educators' thinking: Why did our children lose the courage to tell the truth and seek truth? Why is there such a big contrast between our children's performance in class and in life? Why do our hard-working students have dual personalities? Why is it difficult to reflect the effectiveness of moral and social teaching? The reason is that teachers have three tendencies in teaching:

First, the tendency of moral education.

1. Moral education is too "idealistic". What we often present to students is the truth, goodness and beauty in life, while avoiding the falsehood, ugliness and evil, which leads students to enter the society with an idealized understanding. Once they encounter false, ugly and evil phenomena, they will either be confused about their education, or feel at a loss, unable to resist effectively, and even be "infected".

2. Moral education is too "adult". There is a saying circulating in society: "Educate primary school students in communism, middle school students in socialism, and college students in social morality and civilized behavior." This kind of communication illustrates two problems: first, the content of school moral education does not conform to the age characteristics and thinking development level of students; Second, school moral education has not achieved the expected results.

3. Moral education is too abstract. Moral and social studies are the main positions of moral education in primary schools, and their contents are mostly ignored by teachers. When teaching, most teachers follow the book and are divorced from the students' real life. The false, big and empty phenomenon of education leads to the appearance of abstract and slogan education. Due to the limited level of primary school students' thinking development, it is difficult to accept abstract content, so the effectiveness of moral education is difficult to reflect.

Second, the way of moral education returning to life.

In order to change the above phenomenon and make the moral education in primary schools achieve real results, we must pay attention to the connection between moral education and life. In life, we should attach importance to students' individual emotional needs, encourage students to live, experience and experience, enhance the realm of life in the pursuit of a better life, cultivate good personal morality and achieve healthy development. At the same time, let students understand that life and education are interrelated, not unrelated, they are two names of the same phenomenon. To truly reflect the relationship between education and life, we can start from the following aspects:

1. Combine moral education goals with life goals. The main cornerstone of Tao Xingzhi's educational thought is "life is education", which explains the essence of education and emphasizes the educational significance of life. Therefore, teachers must make moral education deeply rooted in the fertile soil of life and cultivate students who can find their own happiness in the future society. In this sense, what kind of social citizens are needed in life, what kind of students need to be trained. Therefore, we should set out from students' real life and put forward specific moral education goals that will help students gradually realize. For example, in the class environment, students should establish team concept and collective consciousness; In the family environment, students should be educated to be grateful and filial to their parents; Among children, we should educate them to learn manners and help each other, and so on. These are the needs of life, so they should be the starting point and goal of moral education.

2. Change students' learning style and promote the development of students' moral education from multiple angles.

First of all, teachers should analyze, think, dig and reuse the things in the textbook "Morality and Society". Teachers should pay more attention to what students are interested in and guide them to perceive, think and internalize. For example, the first volume of Morality and Society in the sixth grade of primary school has a lesson "Flying the Motherland", which coincides with the opening of the 2008 Beijing Olympic Games, and students are quite interested in it. In this case, teachers should give students more time to observe and think. For those things in textbooks that are far away from students' lives, teachers should learn to be flexible and try to find the connection between learning content and students' lives.

Secondly, we should cultivate children's moral character in life. In the process of education, the author found some phenomena: when students talk about what should be done in daily life, everyone can talk a lot. But in real life, words and deeds are often different. For example, students know that they should regard themselves as the masters of the class, and class affairs are their own business, but they can ignore the scattered pieces of paper on the classroom floor. The reason is that most teachers just stand on books and tell students directly: "Everyone is the master of the class, so we should take care of the class." The students just put this sentence into their subconscious, said it, and didn't do it. Therefore, education should focus on educating students from some phenomena in life. In fact, there are educational resources everywhere in life, so that students and their parents can experience the hardships of labor together, and then they will know the hardships of their parents, thus inspiring their deep love for their parents; Let students watch the scene of the Wenchuan earthquake through video, and they will have a kind of heartfelt love ... In this way, what students experience from real life is far more profound than the teacher's endless explanation, and it can also arouse their spiritual resonance.

Finally, we should seize the opportunity of education to let students feel the society and participate in social practice. Snow disaster, Wenchuan earthquake, the success of the Olympic Games, and so on, all these social events shocked the hearts of all people in China and touched all people in China. In this social background, educators should often report current events in the usual education and teaching process, so that students can know what disasters their motherland is experiencing and what glory they are enjoying. In this way, students will link their own destiny with the destiny of the motherland, and such moral education will get twice the result with half the effort.

Third, guide students to carry out self-education and realize the unity of knowledge and practice.

Dewey clearly pointed out: "If you don't participate in social life, the school will have no moral goal and no purpose." Zeng Guofan, a talented minister, also emphasized "cautious independence". In fact, what he means is that only the moral character displayed everywhere in real life is the real excellent quality. As an educator, students should understand that there are moral examination rooms everywhere in life, and life is always examining a person's quality. More importantly, teachers can observe students who behave well in life, praise and advocate in time, and use the power of example to drive others; You can also arrange some practical homework, such as washing your parents' feet, doing housework and conducting savings surveys. And urge students to improve their quality through some specific practical activities.

In short, the moral education of primary school students is not a one-off event, and it needs a long time to ponder and influence. If we really want moral education to play its due role, we must base ourselves on life and start from life. Only in this way can we show the power of moral education.