At present, in the process of moral education, schools are often interfered by various factors, showing the characteristics of serious formalism, inaccurate moral guidance, divorced from real life, simple and conservative moral education methods, which leads to low efficiency or poor effect of moral education. On the basis of investigation, this paper puts forward the management strategies of improving the effectiveness of moral education, strengthening moral education practice, solving the misunderstanding of methodology and actively constructing moral education network to form a joint force.

In recent years, moral education workers in primary and secondary schools have kept pace with the development of the times, actively innovated and changed from ideas to practical work, and made a series of bold attempts. They have made many gratifying progress in strengthening the training of behavior norms, teaching and research of ideological and moral courses, and exploring methods of ideological and moral evaluation. However, in the period of social transformation, social life has undergone rapid multi-level changes. The old and traditional cultural and moral concepts and moral education paradigm can no longer meet the requirements of the new era, and the experienced and backward moral education measures and methods can no longer meet the psychological needs of students in the new era. The diversity of culture and values has a strong impact on school moral education. Young students are quick to accept new things and sensitive to new values, which makes them often driven by external temptations or internal improper needs. There are many behaviors that are contrary to the original intention of moral educators, such as poor consciousness, weak self-control, behavioral anomie, psychological deficiency, moral bereavement and so on. These phenomena not only pose new challenges to the current moral education in primary and secondary schools, but also expose that moral educators lack adjustment and adaptation in methods, emotional encouragement and guidance, and lack vitality and charm in the process of implementing moral education. No wonder moral education is difficult to really impress and infect students' hearts, and students are tired of moral education.

The poor effectiveness of moral education not only means that the invested moral education resources can not produce due benefits, leading to the waste of educational resources, but also affects the quality of talents cultivated by schools. We must be soberly aware that not paying attention to practical results is the expression of moral formalism, and such moral education will not have vitality, which will make people doubt its status and role. Therefore, improving the effectiveness of moral education is a very urgent task for moral educators in primary and secondary schools.

First, the factors affecting the effectiveness of moral education

At present, moral education in primary and secondary schools is mainly implemented through subject moral education courses, activity courses and hidden courses. As a front-line moral education worker, the author believes that in the long-term educational practice and operation process, the reasons for the low effectiveness of moral education are various, and the following phenomena are mainly worthy of reflection.

First, there are formalism tendencies in moral education in primary and secondary schools to varying degrees. The author has done research in our school and some neighboring brother schools, and also found many so-called moral education highlights. For example, a junior high school has formulated a detailed and specific moral education system, such as "Students' One-Day Standard in School", "Implementation Measures for Quantitative Assessment of Classes" and "Implementation Plan for Moral Education Discipline Infiltration", and so on, all of which involve all aspects of moral education management, even tiny details, which is really shameful. However, I learned from the conversation with the principal that the school is not big, so it is impossible to arrange a few full-time staff for routine inspection and assessment, and the director of the moral education department insists on replacing the class. Therefore, the examination can only fail, symbolically fill in such and such symbols. In addition, moral education can not be completely quantified, such as understanding and studying students and cultivating students' ability to distinguish right from wrong. This assessment has lost its strong operability. It is impossible to make an accurate evaluation of the class and the head teacher, which leads to the embarrassment of the head teacher's work and personality. For the purpose of formulating the system, the headmaster just smiled: "When the high-level (leading institutions) check, there is a question of whether the system is sound", that is to say, these plans are determined to deal with the high-level, only considering the moral education tasks assigned by the high-level, and less considering the actual moral foundation and moral needs of students. Our school also performed a unique legal art performance. When the detained juvenile delinquent confessed to his mother emotionally and apologized to the teachers and students, most students burst into warm applause. Listening to this harsh applause, the author deeply realized that when designing and organizing activities, our school did not fully consider the formation and development of students and their moral character, which was not in line with the reality of students, but only sought to be vivid and vigorous, ignoring that students might regard it as a literary work.

Second, the orientation of moral education is inaccurate or biased. For a long time, influenced by metaphysics and cognitive thinking, there are misunderstandings in the theory and practice of moral education in China. School moral education has been separated from the complete education and has become a separate entity in the school, trying to implement moral education only by separate moral education courses and separate moral education institutions, and only at special times and by special people. How to ensure the effectiveness of moral education without the awareness of all departments, all staff and all time? On the surface, it seems to be an emphasis on moral education, but in fact it has evolved into a deviation and disguised lack of status and value. At the same time, as an independent entity, the implementation of moral education in school education will be influenced or even interfered by many factors. At present, many schools, especially rural schools, still have not got rid of the mode of exam-oriented education and continuing education.

Third, moral education is divorced from the reality of life. Undeniably, the current school moral education in our country places too much emphasis on the systematization and logicality of morality, and only relies on school teachers to convey idealized moral information in the closed "sterile room of thought", and puts forward moral education requirements that are divorced from students' life reality and ideological reality, which makes a big gap between moral education and realistic moral reality. It shows the characteristics of emptiness. It is not conducive to students' moral judgment and choice in specific moral situations in social life. It is difficult for students to form moral experience, so it is difficult to show their boredom with moral education. Not only that, morality comes from various relationships in life and is reflected in the life world. If you leave life practice, you will lose your vitality. The reality that the author comes into contact with is that the headmaster or the moral education office in the school has a meeting to talk about moral education. We can't think that students can make a qualitative leap in ideological and moral education by giving several reports, holding several theme group meetings and engaging in several moral education activities. Without paying attention to combining moral education with family education, social analysis and evaluation, students' daily life and teacher-student communication, it is impossible to form a joint educational force, do a comprehensive job, form a harmonious social relationship and cultivate a perfect student personality.

Fourth, the moral education method is too simple. For a long time, we have formed a set of simple basic formulas in moral education methods, which are mainly manifested as: paying attention to one-way indoctrination and weakening the main role. In moral education, it pays more attention to students' cognitive or knowledge level, and has obvious compulsory identity characteristics in information transmission. We use established moral norms to restrain students' behavior and prevent students' behavior. Its dynamic system is external, and students will not have independent emotional experience. To a certain extent, it affects the development of young students' moral consciousness and the cultivation of moral independent judgment and choice ability, and will not produce internal needs. Practice has proved that too much control and punishment of students will lead to students' fear and rebellious psychology, forming a "spiritual drift phenomenon" in which people are morally educated and their hearts are outside. What is more, educators will be questioned and judged, and their authority will be challenged and doubted. The binding and preventive moral education led by educators will enter the valley of inefficiency. Over time, students' sensitivity to moral relations in life will be blocked by educators, who only know how to recite moral provisions, separate oral moral remarks from their own life behavior, and lose the innovative spirit of independent personality.

Second, improve the effectiveness of moral education management countermeasures

In order to fundamentally improve the effectiveness of moral education in primary and secondary schools and build attractive moral education, we must effectively improve the pertinence of moral education, truly update our concepts and proceed from reality.

First of all, we should strengthen moral education research. In order to adapt to the changes of the times, moral education workers must carry out moral education research based on their own work and apply the research results to moral education practice, so as to promote the improvement of moral education and enhance the effectiveness of moral education. First, moral educators must seriously study the law of moral education under the new situation, fully consider the reality of social life in the early stage of the development of China's socialist market economy, and see the culture that appears in the social transformation period. The current situation of moral and value diversification aims at guiding and clarifying the confusion of culture, morality and value in students' minds, and facing the general trend of global ecology, networking and multicultural collision and exchange, it guides students to seriously think about the dynamic role of subject life in the external world and themselves and create value. Therefore, in the complicated value field, we should firmly establish a correct and positive outlook on the quality of life, fulfill our responsibilities and obligations to others, society and the country, liberate ourselves from complicated affairs and heavy test-taking pressure in a tolerant spirit, straighten out the functional orientation and goal orientation of moral education, dare to reflect, dare to question and boldly practice, and make corresponding adjustments in the choice of moral education content. Follow the law of students' moral discovery and age characteristics, and make its depth and breadth couple with the "nearest development zone" of students' moral development, so that students can accept it easily and willingly. Under the situation that the only child is becoming more and more common and the individualism among students is rising, it should become a significant topic with practical significance to guide students to learn to communicate. Secondly, moral education workers must fully consider the development reality of students and actively investigate the psychological factors of students' moral formation. As moral educators in primary and secondary schools, we should be familiar with and master the age characteristics of students' moral development, take this as the starting point of moral education, take reasonable educational measures, teach students in accordance with their aptitude, provide good examples, create moral situations, and let students form moral beliefs, enrich moral feelings and consciously resist temptation under the psychological preparation of conscious imitation.

The second is to strengthen moral education practice. Fundamentally speaking, school moral education plays a role through students' daily life and their experiences, because virtue is embodied in daily actions, which is essentially practical, included in people's concrete life and also points to concrete life. The formation and development of students' moral character must also rely on life practice, otherwise, it will have no effect at all. Therefore, attractive moral education lies in life. It is inevitably linked with the meaning of life. The author believes that the strengthening of moral education practice proposed here must meet the characteristics of three levels at the same time. On the one hand, pay attention to the self-development of students' moral subjectivity, starting from their moral experience. People think that the resource of people's moral development lies in people's moral experience. Only by first respecting students' personality and the right to independent development can it mean people-oriented. It means that moral education takes care of students' real life as its value orientation, and helps students develop or form their own moral quality by means of respect, care, tolerance, understanding, love and encouragement, and overcomes the misplacement of inaccurate positioning and the stubbornness of methodology. At this time, moral education can effectively promote students' moral experience, so that students can learn moral judgment, choose and act in the experience, and consciously develop self-moral binding force. On the other hand, strengthen the two-way interaction between teachers and students. Nowadays, teenagers are growing up in an era of great social, economic, scientific and cultural development. They are willing to accept new things, and their consciousness of subject and equality is obviously enhanced. They are no longer influenced by the traditional and closed unitary values in the past, but have their own independent consciousness, and often realize a new value pursuit in their own behavior. Some of their moral concepts themselves contain the seeds of new social modes of production, new lifestyles and new values. As Sun Yunxiao said, the information society determines the two-way socialization of two generations. This is essentially an interactive process. Only in interaction can we promote the growth of emotional awareness and respect awareness, promote mutual understanding and the recognition and tolerance of values. The essence of two-way interaction is to constantly create colorful. It can really mobilize students' subjective initiative. During the activity, both teachers and students were moved, really moved, understood and experienced. Moral education workers in schools should organize activities, but they should not excessively pursue the enthusiasm of form and the fiery scene, nor should they overemphasize what activities our school has done. To carry out the activities to deal with the superior inspection, students and moral educators must practice morality, feel morality and experience morality in two-way interaction, and students can choose independently. Developing moral character and internalizing moral connotation are effective moral education activities. On the other hand, the practice of moral education cannot appear in the form of discipline, and compulsory exhortation, evaluation and reward and punishment are embodied as a kind of moral control. If the school only rewards and punishes students by various means and restricts their life behavior, it will become a kind of supervision, and the moral subject will inevitably live in fear and anxiety of punishment, which will not only cultivate students' moral autonomy and moral judgment. On the contrary, students are trained to obey Nuo Nuo, and this burden is no less than the current academic burden of students. They always want to find opportunities to release it. Once you leave school, those rules and regulations will no longer work, and unethical behavior will become more stubborn and difficult to control. Therefore, the author says that moral education is a long-lasting and complicated educational project. Without the practicality of life, it will lose its due effectiveness.

Third, strive to improve the moral education network. In order to overcome the phenomenon that moral education is not in place, vacillating and deviating in school education, we must fundamentally change the way of thinking, overcome the inertial influence of split thinking and systematically reflect with complex thinking. In fact, moral education is the core and soul of the whole school education. First of all, we should form a pattern of moral education in which everyone works together, establish necessary moral education institutions in schools, and form a perfect organizational system. To formulate effective management procedures, the state has a document stipulating that principals, especially the director of moral education, should be fully responsible for the organization and leadership of moral education in schools, ensure the implementation of moral education work plan, time, personnel and funds, improve the guiding group of moral education work, straighten out the relationship among moral education offices, classes, class teachers and team organizations in moral education work, and ensure the formation of joint efforts in moral education work. Principals and moral education directors must comprehensively consider various factors and carry out systematic design and implementation. Pay attention to the connection and cohesion between the activities of various departments and personnel, and give full play to the overall effect. Secondly, we should realize that moral education must rely on intellectual education, physical education, aesthetic education and other education, take all education as the carrier, infiltrate moral education theory, and form the consciousness that "everyone is a moral education worker" in schools. Moral education institutions are the main force, but teachers, employees in other disciplines and even other places, all teaching and research groups are the new force of moral education, so we should make full use of the characteristics of the curriculum. Thirdly, in recent years, many private schools and even public schools have engaged in so-called closed teaching and paramilitary management with great fanfare, which, in a sense, has played a positive role in the quality of the examination-oriented education system, but on the other hand, it is an old idea. It does not conform to social laws and is in a surging wave of social change. Established a relatively closed island, cut off contact with the outside world, and lost students' energy and spirit to understand society and keep pace with the times. It is the most significant crime, because school education cannot replace the cooperation and supplement of other education. The author believes that it is necessary to put forward the idea before insisting on the dominant position of school moral education, and pay attention to giving full play to the role of parents and social links. The current situation is that the way parents participate in moral education is too simple. It's just a form of participation, such as parent-teacher conferences, home-school contact cards, and some parents attending students' homework exhibitions. This kind of participation is limited to dealing with the educational problems of individual students. Moral education workers also keep a certain distance from their parents, and the nature of contact is one-way. Parents are always in a passive state, and they don't know and dare to put forward personal needs with workers. We should actively advocate interpersonal participation at psychological level and management participation at institutional level. Let parents and moral educators exchange opinions and suggestions in a more cordial and harmonious atmosphere, and even let parents participate in the school affairs Committee, directly participate in moral education management and teaching management, and form a perfect administrative mechanism and a cooperative mechanism of mutual trust. The participation of all social links is even rarer. In fact, students come from society and come into contact with social background. They also face complicated interpersonal relationships, from family, relatives, non-newcomers and relatives. Unfamiliar people all appear around the school, which will have such and such connections with students and have various influences. As an excellent moral education worker, especially a leader, we should effectively grasp and make rational use of students' growth space. Practice has also proved that students will be refreshed when they leave school and enter the society, which can stimulate greater creative enthusiasm. In this regard, the author suggests that we can first tap social resources in the following ways, please ask teachers. Direct use of community human resources, such as inviting veteran cadres and judicial personnel to enter the school to work together, using community environmental resources, opening cultural and educational bases and moral education bases, providing social labor practice places, and using mass media to enrich moral education content.

The fourth is to create a good campus culture. Campus culture has a great influence on the development of students' ideas, moral quality and behavior habits. It is worthy of full affirmation to improve the effectiveness of moral education by creating a good campus culture. Generally speaking, we advocate building an ideal campus culture through the construction of material culture, institutional culture and spiritual culture. In these three aspects, the construction of campus material culture advocates the joint construction and maintenance of teachers and students, so that students can cherish the greening and purification achievements of the school more and stimulate their sense of honor and responsibility. The construction of institutional culture mainly highlights the role of norms and constraints, warning teachers and students what to do and what not to do, which is inconvenient to repeat. The construction of campus spiritual culture is the core content and the highest level of campus culture. The headmaster is the soul of the school, and campus culture is actually the concentrated embodiment of the headmaster's school-running concept. In order to effectively promote cultural construction, the headmaster must consider the school from a long-term and overall perspective according to the law of school development and the requirements of all sectors of society for education. Then, they should play an exemplary role through themselves and the leading group to promote the realization of the goal. They must also inspire all teachers and students to develop towards the predetermined image, form a unique culture and become a symbol. Of course, without the activities of teachers and students, the spiritual and cultural products on campus will not only lose creativity and inheritance. In addition, the original spiritual and cultural traditions no longer have life and vitality. Therefore, the construction of campus culture is to give full play to the subjective initiative of teachers and students, stimulate their creative potential, and change passive acceptance and dissemination of knowledge into active use, discovery and creation of knowledge. Once this atmosphere in which everyone makes efforts to contribute to the campus is formed, students' moral education goals and employment are realized, and students' sentiment and morality will grow unconsciously.