First, there is still a phenomenon of emphasizing intellectual education over moral education in middle school education, and the idea of moral education first has not been implemented.

Second, the goal of moral education is divorced from reality and disorderly.

Third, literacy content is out of touch with middle school students' ideological reality, life reality and development needs.

Fourth, separating knowledge from practice, paying attention to instilling moral knowledge, and ignoring practical education and the cultivation of moral behavior.

Fifth, formalism and simplification prevail, lacking attraction and appeal.

Learning course

A relatively complete moral education process generally includes raising awareness, cultivating emotions, exercising will, establishing beliefs and cultivating behavior habits. Compared with the usual knowledge education, moral education has the main characteristics of inclusiveness, simultaneity, interactivity, repetitiveness, practicality and gradualism.

The methods and means to determine moral education are mainly based on the characteristics of moral quality formation and the actual situation of the educated. Generally, the principle of positive guidance is adopted, and the methods of combining teaching moral knowledge with summing up the moral life experience of the educated, combining individual demonstration with collective influence, and combining example encouragement with public opinion promotion and suppression are implemented.

work

From the task of moral education, moral education includes three interrelated aspects: developing students' moral understanding, cultivating students' moral feelings and cultivating students' moral behavior habits. Contemporary school moral education pays attention to cultivating students' moral judgment and sensitivity. Moral judgment is the ability to judge right and wrong, proper and improper events or behaviors by using certain moral standards; Moral sensitivity is the ability to keenly perceive, understand and observe the feelings, needs and interests of oneself, others and the community.

Traditional moral education

In ancient China, from the Spring and Autumn Period to the Ming and Qing Dynasties, under certain social and historical conditions, such as social interpersonal relationship, highly dispersed natural economy and highly centralized political dictatorship, ethical and moral thoughts gradually formed their own characteristics and had a far-reaching impact on the moral psychology of the Chinese nation. Traditional moral education in China has also formed its own characteristics in the long years.