Moral education is moral education. Morality is the sum of the code of conduct for people to live together under certain social conditions, and it is also the standard for evaluating people's behavior. The reproduction of social morality in individuals is moral quality, and moral education is essentially the process of individualization of social morality.

Children's moral education is the primary stage of moral education, which is carried out according to the characteristics and actual situation of children's physical and mental development.

Second, the goal and content of children's moral education

(A) the goal of early childhood education

The goal of children's moral education is as stipulated in the Regulations on Kindergarten Work: to germinate children's feelings of loving their hometown, motherland, collectivity, labor and science, and to cultivate good moral behaviors and habits such as honesty, self-confidence, studious, friendly, brave, caring for public property, overcoming difficulties, being polite and observing discipline, as well as a lively and cheerful personality.

The goal of children's moral education emphasizes starting with emotion, which accords with the law of children's moral formation and development and children's age characteristics. The "five loves" in the goal and its requirements for children's behavior norms fully embody the basic spirit of China's educational goals.

(B) the content of children's moral education

The content of children's moral education mainly includes developing children's sociality and personality.

1. Develop children's sociality

Children's social development is realized through their own socialization process. The process of moral education for children is essentially the process of helping children socialize. The process of socialization is a process in which individuals understand what needs and expectations society has for them, stipulate what behavior norms and gradually realize these expectations. It is a long process for individuals to adapt to society. Socialization content largely reflects the social requirements for people's moral behavior and interpersonal relationships. In socialist China, every educated person must regulate his thoughts and behaviors according to the requirements of the state and society, and children are no exception. This content constitutes the core of children's moral education and stipulates the direction and content of children's social development. It can be said that moral education is the core and guiding force of children's social development education.

(2) Form necessary social behavior norms.

The social behavior norms that children should develop mainly include: politeness, discipline, hygiene and care for public property.

(3) Learning interpersonal skills and abilities

In order to adapt children to collective life and social life, it is necessary to develop their interpersonal skills and abilities. In the process of interacting with others, they will gradually become familiar with the people and things around them, understand themselves and others, and learn to deal with the relationship with children, teachers, parents and others. For example, learn how to make your own demands and express your wishes, how to join other people's activities, how to share, take turns and cooperate, how to solve disputes with children, how to understand and help others, how to abide by social behavior rules and so on.

2. Develop children's personality

Children's moral education should cultivate their good personality. Such as good character, self-confidence, initiative, independence, honesty, courage, strong will and so on. These personality qualities are of great significance for children to grow into a real person.

China's special national conditions have brought up a generation of only children, who show obvious personality characteristics such as strong self-awareness, independent spirit, self-confidence, liveliness and cheerfulness, but there are also some unhealthy tendencies, such as selfishness, willfulness, egoism and poor self-care ability. Helping children's healthy personality development is an important content of moral education.

Third, implement children's moral education.

(A) the way of moral education for children

1. Daily life is the most basic way to implement children's moral education

Daily life has many influences on the formation of children's moral character, providing children with opportunities for behavior practice and practice. Children's moral education should run through their daily life.

In daily life, children learn about the relationship between people, people and society, people and things, understand certain codes of conduct, conduct various behavior exercises, and gradually form some good behavior qualities. Moral education permeates the routine and system of daily life. Through routine training in daily life and strict implementation of the system, children can be trained to be polite, disciplined, honest, brave, confident, caring for others, caring for public property and not afraid of difficulties. For example, some teachers use their children's daily hand-washing routine to cultivate their self-care ability, observe good habits of order and hygiene, and seize the opportunity to cultivate children's quality of caring for others and cherishing the fruits of their labor. For example, when a child washes his hands, he spills water on the ground, causing the child to fall and the aunt to mop the floor. The teacher used this result to make all the children understand why they can't splash water when washing their hands, and understand the influence of their own behavior on others, so the rules really become a part of their own behavior. It can be seen that teachers should attach great importance to the educational value of daily life, tap the educational factors in daily life, and let children gradually form good moral character in daily activities (see Figure 3.3: Children queue up to wash their hands).

2. Specialized moral education activities are effective means to implement children's moral education.

Specialized moral education activities refer to moral education activities organized purposefully and planned by teachers according to the age characteristics of children and the content and requirements of moral education in age classes, combined with the actual situation and behavior of children in this class, that is, educational activities organized to realize a certain moral education content, such as heart-to-heart, discussion, class, colorful practical activities (such as visits, spring outing, labor, festivals and celebrations). Children's moral cognition, emotion and behavior are gradually developed through the accumulation of every activity, especially practical activities. For example, by visiting the pencil factory, children can see with their own eyes that a small pencil has to go through the labor of so many workers' uncles, and they will pay more attention to stationery and cherish the fruits of their labor; During the National Day, singing the song "The Motherland is Really Beautiful", painting the picture "I Love Tiananmen Square in Beijing", participating in joyful celebrations, watching the bright lights on holiday nights, and visiting the park in festive costumes will make children truly feel the beauty of the motherland and inspire their true love for the motherland.

Specialized moral education activities can be carried out collectively, in groups or individually; Activities should focus on familiar phenomena around children or examples in life; Solve problems in children's own way; The duration of the activity depends on the content and can be carried out at any time of the day; Activities should be carried out in the form of games as far as possible.

3. Use games to cultivate children's good moral behavior.

Games are the basic activities of kindergartens and the basic forms of moral education. Because games are accompanied by happy emotions, they reflect children's real life, people's morality, code of conduct, interpersonal relationships, emotions and so on. Therefore, teachers use games to educate moral quality, which is easily accepted by children. In the process of playing games, children spontaneously play certain social roles, practice certain social behaviors and experience certain social emotions, which plays an irreplaceable role in children's social development in any other form.

(B) the implementation of children's moral education should pay attention to the problem

1. Love and respect children

To carry out moral education for children, we must first love and respect children. Loving children is the premise of moral education for children. Children's trust and love for adults is an important condition for their education. Love is an important condition and necessary environmental factor for the healthy development of children's body and mind.

Teachers' love for children is not only based on feelings, but also a social responsibility. Only by loving every child, understanding, caring and understanding children, and treating all children equally, especially those with shortcomings or poor acceptance, can teachers make children obtain a good environment for moral growth. Children who grow up without love will not care about others and love society, and their moral development must be deformed.

Teachers' love for children is rational rather than blind. Some people call it "love of education", which is based on teachers' deep understanding of education and children's development. That kind of love for children, instead of doing what you can, or conniving at children doing what you shouldn't, is not true love. Teachers' love must be conducive to the development of children's independence, love and responsibility.

Respecting children should first respect their personality and self-esteem. Suhomlinski called people's self-esteem "the most sensitive corner of the soul" and thought that "the whole trick of educational skills lies in grasping children's self-motivation. If children are not motivated and do not know how to encourage themselves, no educator can cultivate good qualities in them. " Therefore, teachers should not satirize, dig and scold children at will because they are young and ignorant, let alone intimidate and punish them, which will hurt their self-esteem, not only endanger their realistic personality development and progress, but also adversely affect the formation of their long-term healthy personality.

Respect for children must respect their subjectivity. Moral education is by no means an education that inculcates truth, commands or forces children to submit. When carrying out moral education, we must bear in mind that children are the main body of their own development, and moral education will not be effective without their own efforts. For example, it is an important content of kindergarten moral education to let children abide by discipline and rules. Because every discipline and rule is a restriction on children's behavior, it is easy for teachers to ask children not to do this or that in the name of cultivating discipline, turning children into passive bound objects. However, in order for children to truly understand discipline and rules, teachers should try their best to involve children in the formulation of rules. In this process, let the children understand the rules and feel that every rule is made by themselves, so they are willing to abide by it. There is an example: in class, a teacher didn't explain the discipline to the children in blunt imperative language such as "Don't talk without raising your hand" and "I won't ask anyone to talk without raising your hand", but skillfully let the children formulate the discipline themselves. When the child answered the question noisily, the teacher said, "Alas, Xiaohong, you speak very well, but unfortunately I can't hear you clearly. Xiao Ming, you speak well, but I can't hear you clearly. What shall we do? I really want to hear from you. Do something by yourself and see how the teacher can hear what each of you is saying. So the children had a heated discussion, and finally they came up with an idea: "Let's talk one by one in turn. "The teacher asked," What do you say in turn? " The child said, "Raise your hand! After raising your hand, say the teacher's name first, and then say his name. " In this way, the discipline of "raising your hand to speak" is decided by the children themselves under the clever guidance of the teacher.

2. Implement moral education according to the law of moral education.

Every moral quality of human beings consists of four elements: moral cognition, moral emotion, moral will and moral behavior. In the process of children's moral formation, the development of the four elements is not synchronous, and children's moral understanding and moral will are poorly developed. Therefore, children's moral education must start with emotion and focus on the formation of moral behavior. Specifically, it should be noted that:

(1) From near to far, from concrete to abstract

For example, educating children to love the motherland, the concept of the motherland is very abstract for children. Therefore, we should start with cultivating children's love for people and things around them and life around them, and gradually expand the scope from near to far. We can cultivate the feelings of loving home, kindergarten and hometown, from the love for parents, family members, teachers and companions to the love for hometown, life and the society in which we live at present, then the love for the motherland becomes possible.

(2) intuitive and vivid, avoid preaching and empty talk.

Due to the limitation of children's thinking ability, moral education must be intuitive, vivid and concrete in order to be easily understood and accepted by children. For example, it is far more effective to educate children to be United and friendly with stories or books about "pulling radish" than to reason with teachers; For another example, to let children know the meaning of labor, teachers should let children see the fruits of labor. For example, children take part in cleaning and clean the floor of the activity room. If the teacher praises "You love labor, you are really good children", it will be empty. If you specifically say, "You clean the floor so that children will not get dirty when playing games on the floor in the future", you will describe an understandable specific scene for children to see the value of their labor. Moral education should resolutely oppose formalism, and empty preaching can't have real effect except to let children learn some moral vocabulary parrot-like.

(3) Pay attention to individual differences

There are individual differences in the development of children's personality quality, so moral education should be targeted to ensure the healthy development of each child's personality. For example, the commonly used methods of praise in moral education have different effects on children with different personalities, and the ways of praise also vary with children's age and family background. For example, some children need verbal praise from teachers rather than material rewards, while others do the opposite. Similarly, critical education must vary from person to person. For example, children who often give their teachers a headache often have different situations, some are habitual reactions, some are revenge after being bullied, some are out of self-defense, and some are imitating the behavior of characters on TV. Therefore, teachers must carry out differentiated education and open a lock with a key.

3. Pay attention to the skills of guiding children's behavior.

It is an important task of children's moral education to change children's behavior purposefully. Not only the enthusiasm of the teacher, but also some skills are needed. Commonly used skills are:

(1) Strengthening behavioral skills

Strengthening is conducive to the formation and consolidation of children's correct behavior. Teachers' praise and affirmation of children's correct behavior, praise and encouragement, and criticism and punishment of negative behavior are all reinforcement. Such as words, expressions, eyes, actions, material rewards, etc. You can convey to your child, "You are doing well!" "I believe you can finish it!" "Teacher support.

You do this! "Actively strengthen information; Similarly, unprincipled accommodation and appeasement will also negatively strengthen children's bad behavior.

It should be noted that teachers' unconscious words and deeds and various factors in the kindergarten environment also play an important role in strengthening. Therefore, we must create a good educational environment. In addition, reinforcement is only aimed at the child's current behavior, so that the child can know exactly the teacher's attitude towards his current behavior and should not be mixed with the child's past behavior. For example, the teacher said to the child, "You are ok today. You robbed the child's toy yesterday. See how you are tomorrow. " This kind of words can easily make children feel that the teacher has never forgiven himself and lost confidence. At the same time, they can't figure out what they can do today and feel at a loss.

(2) the skills of predicting behavior

Anticipating the occurrence of children's behavior and intervening in advance will help stimulate children's positive behavior and avoid negative behavior. Through long-term observation and understanding of children, mature teachers can predict children's behavior before things happen and take measures in advance. By asking questions in the above class, you can predict which children will answer and which will not raise their hands, thus working out ways to mobilize all children to actively learn. For another example, if the teacher knows the child's sleeping habits, he can make flexible treatment that conforms to the individual characteristics of the child, and avoid the behavior that affects others and violates discipline because the child can't sleep during the nap (refer to Chapter 2 and 3: Small information in the combination of nap protection and teaching in kindergarten).

(3) the skills of migration behavior

Transfer refers to shifting the child's attention from the current activity to another activity and guiding the child's behavior to develop in a positive direction. If the child stays in the art area all the time, the teacher should induce him to move to another corner; When several children want to play with the doll house, the teacher can use "Xiaojun, Xiaogang is looking for you, don't you want to play chess with him?" "Xiaoying and Xiaohong, how about building a big house for the doll with building blocks and letting the doll move to a new home?" By analogy, remind, inspire and induce children to transfer to other activities. Orders and orders are forced in an inappropriate way.

(4) Children's skills in understanding the consequences of behavior.

Some children's wrong behaviors are caused by their inability to foresee the consequences of their actions and their ignorance of the rules. Therefore, it is an effective way to let children change their behavior and skillfully let them see what impact their behavior has caused. For example, a child always doodles on the table with crayons and pencils when drawing, but the teacher repeatedly reminds him not to change. One day, the teacher asked several children to clean the table, one for each, and said, "Let's see who cleaned the table the most." The child was assigned to wipe the table he had used, wiping it again and again, but the traces of crayons and pencils could not be wiped off. Seeing that everyone else had packed up, the child cried. After this education, children will never scribble on the table again. Another example is a kindergarten in Japan, where children often play the game of "planting trees" on the rockery behind the garden and pour water under the rockery. The teacher reminded them many times not to pour water, but the children couldn't remember. One day, the teacher put a baby's favorite puppy under the rockery. Suddenly, a bucket of water fell down, and the puppy was soaked and shivering with cold. The children were very surprised when they found out: "Who drenched the puppy like this?" Go and hug the poor puppy. At this time, the child who poured water cried in fear. The teacher touched his head and said, "Never mind, just dry the puppy." Then, the teacher asked, "Will you pour water from the rockery?" ..... Since then, no one has poured water from the rockery.