1. Moral education incentive strategy in connection with real life. Starting from students' real life, moral education is the basic link to implement incentive strategies. Only by guiding and motivating students' specific behaviors can an ideal moral education effect be formed. Teachers can start with trivial matters in daily life, help students to establish a correct outlook on life and good behavior habits, and give affirmation and encouragement to students' positive performance. For example, in order to cultivate environmental awareness in moral education, the class teacher can teach students not to litter. When students take the initiative to put garbage into the trash can or pick up the garbage scattered on the ground, the teacher can record the students' behavior and give extra points; In order to cultivate the concept of respecting teachers and uniting classmates in moral education, class teachers can assign students the task of helping parents complete housework, and record, evaluate and praise students' feedback on housework. This kind of encouragement can closely combine students' specific moral performance with their feelings of identity, and subtly improve students' ideological and moral level.
2. Common moral education incentive strategies in students' minds. The essence of implementing incentive strategy is to make students feel satisfied from the positive behavior of moral education through recognition and encouragement, and then form a virtuous circle, so that students can continuously improve their ideological and moral cultivation under the incentive effect. Therefore, the moral education incentive strategy of primary school class teachers should be based on the commonality and touching of students' hearts, and realize effective moral education through strong moral education atmosphere and in-depth communication. The behavior of primary school students is obviously influenced by the sense of honor. Teachers should deeply study students' psychological laws and internal needs, and closely link moral education with students' hearts.
3. Moral education incentive strategies adapted to self-discipline. The ultimate goal of moral education is to help students form an ideal level of moral sentiment, become individuals with correct values in society, and ensure the consistency of individual thoughts and behaviors in various environments. The cultivation of self-discipline ability is an important goal of moral education, and it is also the key to ensure the continuous improvement of students' ideological and moral level and will not be reduced by external influences. For the moral education incentive strategy adapted to self-discipline, the class teacher can implement the activities of the small class teacher and assign some moral education work to the students. On the one hand, students can understand the connotation of moral education more deeply through practice. On the other hand, driven by the sense of responsibility, students will be more strict with themselves and their self-discipline ability will be effectively improved. At the same time, the formation of self-discipline is a long-term process. The head teacher can arrange some periodical ideological reports, study summaries, diaries, etc. for students to help them develop the consciousness of persistence and self-reflection, and improve their self-discipline through the above behaviors.
Two, the primary school class teacher to implement moral education incentive strategy matters needing attention
1. Incentive strategies should be different. Pupils are in the primary stage of forming psychological and behavioral characteristics. Students' nature makes individual interests and concerns different, and also shows differences in ideological and moral quality. Class teachers should adopt differentiated incentive strategies and adopt different incentive methods for different students when conducting moral education. For example, for those students who have good behavior habits, teachers can arrange some organization and management activities for them in class and praise their class contributions; For some rambling students, teachers can set some easy-to-achieve goals for them, such as raising your hand first when speaking in class and helping teachers prepare teaching AIDS. After the students complete this part of the arrangement, give them affirmation and encouragement, and let the rambling students understand that some small acts of kindness are also valuable. This differentiated incentive strategy can meet the psychological needs of different students and make moral education enter students' study life.
2. The incentive strategy should be moderate. Rewards and punishments coexist in the moral education work of primary school class teachers, and the seriousness and efficiency of moral education work can be truly guaranteed by effective use of rewards and punishments when implementing incentive strategies. In moral education, teachers should grasp the scale of rewards and punishments, so as not to punish students who are overweight and have negative attitudes, nor to punish students who are too light and regard the moral education of the class teacher as a joke; We should not reward students too much to make them feel complacent, nor should we reward students too little to make them feel satisfied.
3. Incentive strategies should be fair. Fairness is the premise of our incentive strategy. Rewards and punishments for students should be fair and reasonable. Any unfair treatment that students feel will affect their learning efficiency and learning mood, and affect the incentive effect. Students who achieve the same results must receive the same level of rewards; Students who make the same mistakes in the same way should also be punished to the same extent. Students who make the same mistakes should be treated equally, and they should not be given preferential treatment or special treatment just because they are good students. At the same time, incentives should be carried out in time to motivate students to the maximum extent. If the incentive strategy cannot be implemented in time, students will have a bad psychological experience, which will lead to the decline of students' attention to the incentive strategy, which is not conducive to the implementation of moral education strategies in the future.
To sum up, the moral education of primary school class teachers is an important basic work, which has a positive guiding role in students' study and life. In the process of ideological and moral education for primary school teachers, students' psychological characteristics should be deeply studied, and various incentives should be adopted to organically combine moral education with daily teaching and management, so that students' ideological and moral qualities can be further improved.