Over the years, influenced by the one-sided pursuit of enrollment rate, many places regard enrollment rate as the only criterion to measure the quality of education. Most schools only have the rate of enrollment in education concept, which leads to the existence of "three stresses and three light" in basic education, that is, intellectual education is emphasized and moral education is ignored; Pay more attention to learning than morality; Pay more attention to scores than ability. Under the impact of the tide of quality education, many schools have begun to attach importance to moral education, but in fact it is "important to say, secondary to do, not busy." Because of neglecting the cultivation and education of teenagers' ideological and moral character, many people now tend to downplay their ideals, be indifferent to the future, eat, drink and be merry in time, have inflated material desires, shrink their spirits, pay attention to interests, be short-sighted and lack a sense of responsibility.

1. There is a phenomenon of "triple emphasis and triple neglect" in moral education.

First of all, intellectual education is more important than moral education. Many schools still regard moral education as "what is important, what is secondary, don't be busy", because moral education is a soft indicator and academic performance is a hard indicator. Students should pay for their grades, teachers should work according to their grades, and parents should reward and punish them according to their grades. Some teachers are under pressure, paying attention to quality education verbally, but secretly paying attention to exam-oriented education.

The second is to emphasize classroom teaching over social practice. Many teachers mistakenly believe that the formation of students' good moral character mainly depends on indoctrination, while ignoring students' experience in life practice. Curriculum reform requires students to go out of the classroom, into life, practice in learning and learn in practice. However, many teachers are afraid of safety accidents and dare not take students out of the classroom. Students lack opportunities for social practice. We asked such a question in the survey-what advice do you want to give to the school most? Most students replied that they hoped the school would carry out more practical activities and provide them with opportunities for practical exercise.

The third is to emphasize on-campus education rather than off-campus education. At present, diversified and multi-level morality and values have begun to appear in society, and some negative factors, such as corruption and network problems, have affected students. School microclimate is easily influenced by negative factors in social climate. Because some teachers only emphasize on-campus education and ignore off-campus education, it is difficult to form a joint force of school, family and social education, so some students walk into Internet cafes as soon as they leave school and become "three no-cares" students (no one cares about school, no one cares about family and no one cares about society).

2. There is a tendency of "three more and three less" in moral education methods.

First, more irrigation and less guidance. Many teachers ignore students' ideological reality and internal needs, blindly instill them, regardless of whether students can accept them or not, and are not good at guiding them, which leads to ideological and moral education becoming empty preaching, lacking interest, inspiration and pertinence.

The second is to manage more and put less. Some teachers, influenced by traditional education, are used to leading students by the nose and dare not let them go by themselves. Students passively accept the teacher's discipline, and the educational effect is poor.

The third is more congestion and less congestion. When educating students, some teachers wait until students have problems before severely punishing them, instead of trying to prevent problems before they happen. This kind of education will only lead to a vicious circle of school education.

3. There are three inconsistencies in moral education.

First, teaching by example is different. There is a big gap between the ideological and moral quality of some teachers and the requirements of teaching and educating people and being a teacher. Few teachers tell students how to behave in class, and then play cards and gamble after class. Corporal punishment or disguised corporal punishment of students. They say one thing and do another, which has a bad influence on students.

Second, the form does not match the content. Some teachers' moral education work plans have everything, just to cope with the inspection and become a mere formality. Lack of concrete and vivid moral education content. Although some classes have set up class meetings and attended the flag-raising ceremony once a week, the content is outdated and monotonous. There are many moralizing styles, less vividness, and lack of scientific design and moral education effectiveness.

Third, class is inconsistent with class. The development of moral education is unbalanced. Civilized classes are better than ordinary classes, and some primary schools are better than junior high schools. The quality of moral education in schools is closely related to whether the head teacher and several teachers attach importance to moral education.

My countermeasures and suggestions

1. Renew the concept of moral education and improve the understanding of moral education. It should be clear that students who fail in intellectual education may be "defective products", students who fail in physical education may be "waste products", and students who fail in moral education and poor moral quality may be "dangerous goods", endangering people and society. We should try our best to adapt to the curriculum reform, educate students to learn to be human beings and promote their all-round development.

2. Improve moral education methods and enhance the effectiveness of moral education. We should actively adapt to the requirements of the new situation, constantly improve moral education methods according to the characteristics of students of different ages, change severity into kindness, opposition into cooperation, preaching into dialogue, reprimanding into help, rudeness into details, and boring into vividness. Constantly enhance the effectiveness of moral education.

3. Optimize the moral education environment and create a moral education atmosphere. Strengthen the construction of campus culture and embody the characteristics of school moral education. Further manage the surrounding environment of campus, strive for the support and cooperation of family and society, do a good job in trinity education, and create a great moral education environment. Let's care about education, children and the future.

4. Build a moral education team and improve the cultivation of teachers' morality. We should further strengthen the construction of teachers' morality and style, keep pace with the times and establish five kinds of consciousness: respect students and establish equality consciousness; Help students; Establish a sense of service and influence students; Establish a sense of example and trust students; Establish democratic consciousness and cultivate students; Establish a sense of innovation. Be the leader of students' ideological quality and the promoter of students' lifelong development.

5. Strengthen moral education research and explore the law of moral education. Promote moral education to science and carry out moral education according to scientific laws. Explore new ways of moral education in the new period and effectively enhance the pertinence and effectiveness of moral education.

As a moral education worker, we should sow faith, action, habit and character. Help every student harvest a golden life.

Brother Chao Give me your share. . deceptious