The new "Ideological and Moral Curriculum Standard" puts forward high requirements for emotional education. In the classification of teaching objectives, emotion, attitude and values are the first teaching objectives, which is very different from the traditional teaching that puts knowledge objectives first. Explain that in modern society, we should not only pay attention to students' knowledge learning, but also pay attention to students' quality of life and education.
The new "Ideological and Moral Curriculum Standards" also has many new changes in the content of emotional education. Paying attention to life, paying attention to life, paying attention to the consciousness of rights and responsibilities, paying attention to social justice and world peace are all contents that we have not fully penetrated in our previous education and teaching. As an ideological and moral teacher, we should re-study the emotional education in the ideological and moral course from a brand-new perspective.
First, ideological and moral teaching ignores the performance of emotional teaching
For a long time, the teaching of ideological and moral courses in middle schools is generally in an embarrassing situation. On the one hand, from the perspective of the healthy growth of students and the development needs of the country, ideological and moral courses play an irreplaceable role in other disciplines. On the other hand, from the actual situation, it is generally manifested that students are tired of learning and teachers are difficult to teach. Judging from the effect, it is not satisfactory: there are common problems in middle school students' learning: they only pay attention to their grades, study for their grades, and knowledge is out of touch with practice; Pay no attention to the public shouting 60 minutes long live; There is even a situation that they don't want to learn at all, so that in recent years, there has been a saying in the society that primary school students are educated in communism, junior high school students in socialism, senior high school students in collectivism, college students in etiquette and discipline, and graduate students in civilized dormitories ... It cannot be said that the higher the education level, the lower the ideological, ethical and social morality level, which is a satire on our ideological and moral education.
The lack of "emotional" education is like a stagnant pool, which makes the ideological and moral lessons in middle schools lack vitality and vitality. This is also an important reason for the weakening of ideological and moral teaching. Its specific performance is as follows:
1. In terms of educational goals, it focuses on cognitive goals and ignores the realization of emotional goals.
The core of ideological and moral education is to improve students' personality. Under the new curriculum reform, the teaching objectives are first adjusted, from low to high, showing the following four classroom teaching objectives: cognition, ability, emotion and attitude. At present, due to the influence of "exam-oriented education", some teachers teach for exams and students study for exams. Some teachers even simply pursue exam scores and turn students into reciting machines. Therefore, in teaching, teachers pay more attention to instilling theoretical knowledge, while ignoring the cultivation of students' moral quality and emotional education. Leading middle school students to become more and more divorced from morality. This has to be regarded as the sorrow of education.
2. In the classroom teaching methods, the dogmatic teaching is emphasized, while the emotional input in teaching is ignored.
As a teacher, if you always stand on the podium and preach, deadpan, and stiffly instill knowledge into students, this rigid and indoctrinating classroom teaching will inevitably arouse students' aversion to ideological and moral lessons, and students will naturally lose interest in ideological and moral lessons over time. Perhaps there will be such a scene: the teacher tells passionately on the podium that some students here have fallen asleep. The younger generation educated in this classroom mode is by no means smart, idealistic, resilient and energetic. Without emotional education in teaching activities, it is difficult for teachers to open the window of students' hearts with noble emotions, dredge ideological channels, cultivate students' emotions, let alone help children establish a correct outlook on life and values. This situation goes against our original educational intention.
Second, the role of emotional education in ideological and moral teaching
As the saying goes, "people are not vegetation, who can be ruthless", and love is the key to open the soul and the bridge to communicate the soul. The teaching process of ideological and moral course is not only a cognitive process of imparting knowledge, but also an emotional process of opening students' hearts. Emotion plays an important intermediary role in the process of transforming knowledge into action. If we can properly use emotional education, arouse students' enthusiasm and initiative, and fully tap their potential, it will have good results.
1 helps to understand the spiritual essence of ideological and moral lessons and activate the internal motivation of learning.
To do a good job in the teaching of ideological and moral courses, it is necessary to guide students to form positive learning emotions, mobilize students' learning emotions with positive emotions, and give full play to students' subjectivity in learning. People's ideology and morality are gradually formed through their understanding and practice of life. The life scope of junior high school students is gradually expanding, and there are more and more relationships to be dealt with. The task of ideological and moral course is to guide students to understand the meaning of life, gradually form a correct world outlook, outlook on life, values and basic concepts of good and evil, right and wrong, and lead an active and healthy life. In daily teaching, if teachers can work creatively with their positive emotions, liberate students from the mistakes of "colonization" in their study life, truly endow students with the meaning and value of life through curriculum design, make students become the main body of learning activities, individual life and social activities, and activate students' internal motivation, the purpose of new curriculum reform can be achieved.
2. It is helpful to stimulate students' interest in learning ideological and moral lessons.
In the teaching of ideological and moral course, in order to make students enter the best state of learning and thinking happily, teachers must use their own emotional experience to drive and guide students' emotions, accurately figure out students' inner world and emotional trajectory, stimulate students' interest in learning as much as possible, and let students better understand, recognize and master relevant knowledge.
The formation and development of ideology and morality need students' independent thinking and life experience. We should introduce vivid social life into the classroom, pay attention to the combination inside and outside the classroom, leave the classroom at the right time, encourage students to actively explore and experience in practice, and promote the formation and development of ideology and morality through moral practice. Use your enthusiasm and true feelings to design every class, so that every class is a kind of creativity and students can get comprehensive gains.
3. It is conducive to cultivating students' world outlook and enhancing patriotic passion.
Emotion is an important factor affecting young students' position and world outlook. Teachers should create a good emotional atmosphere in ideological and moral teaching, infect and stimulate students' emotions through their own emotions such as love, hate and hatred, and use emotional factors to cultivate students to establish a correct outlook on life and world. In the final analysis, the education of outlook on life and world outlook is to cultivate students' positive attitude towards life and sense of responsibility for the world, while the empty theory says that the church changes and improves students' understanding level, and the effect is extremely unsatisfactory. From the psychological point of view, we know that "emotion is the driving force and regulating factor of human cognitive activities". Therefore, we should effectively use the power of emotional infiltration to exert a positive influence on students' emotional field.
Lenin put it well: "Without human feelings, there will never be anyone's pursuit of truth." Thus, it is necessary to build a bridge between hearts with emotion, and to infiltrate emotional education into the teaching of ideological and moral courses.
Third, how to carry out emotional education in ideological and moral classes.
The formation of emotion cannot be achieved overnight, nor can it be accomplished by hard indoctrination. As far as my personal feelings are concerned, I need to go through a complicated process of perception, internalization, sublimation and practice.
In emotional education, the power of example is enormous, and the rich emotional world of teachers is undoubtedly the best example resource for students. Soviet educator Amo Nashvili traveled every holiday. The purpose is that at the beginning of each semester, he can always bring new experiences and feelings to colleagues and students. His love for nature and social life infected his students and every educator who knew him. Therefore, teachers must have their own unique and rich emotional world, which has a great influence on children.
Subtle is a better way of emotional education. A sketch, a good song, a story, an association, a trip, a visit, a job, a movie, a habit and so on. Are effective ways to educate students' emotions. Designing and seizing these moments to educate students about truth, goodness and beauty can often play a more nourishing role than preaching.
In emotional education, we should also follow the principles of from small to large, from low to high, from near to far, and from the inside out, and strive to cultivate an excellent person from the beginning of cultivating a qualified ordinary person, which is in line with the laws of children's physical and mental development. Because between ordinary and excellent, only by being an ordinary person can he become an excellent person. Only by cultivating him with the basic emotions that ordinary people should have, such as kindness, justice, love, consideration, respect and willingness to pay for others, can he have noble thoughts and sentiments, assume social responsibilities and become a truly outstanding person. Therefore, teachers should pay attention to caring for children from bit by bit, which lays a solid foundation for children's emotional maturity.