Question 1: What is moral education? Moral education is the responsibility, and morality is the foundation of being a man, just like planting trees. Virtue is the root, the flower and the fruit. Without the nourishment of roots, there can be no bright flowers and rich fruits. If we can take moral education as an unshirkable responsibility and face this responsibility with a positive attitude, then we will all have a * * * passionate enthusiasm for our children. Moral education is caring for former American President Roosevelt, who said, "Only teaching children knowledge, not cultivating their minds, can only cultivate a batch of troubles for society." Moral education is the work of cultivating children's minds, so it is arduous and complicated, and it can't be simple and quick. Moral education is not simple preaching, nor general indoctrination, nor severe criticism and training! Moral education is caring, which is based on the equality between teachers and students and comes from the inner care of teachers. In caring, listening attentively, sincere appreciation and magnanimous tolerance, students can gain moral strength in enjoying equality and respect. Moral education is a detail. Moral education is not only a vigorous activity, but also a little detail in life. A student's lie, a little gesture, a strange expression, a disdainful attitude, a big or small mistake and so on. We need our class teacher to understand the situation, analyze psychology and guide patiently. Everything is moral education, moral education is everywhere, and moral education is always in the details of life. Moral education is to expect that moral education is a project to shape the soul, which can't be achieved overnight and can't be rushed for success. If we compare good moral character to bamboo, then the jointing of life needs the call of spring breeze, the nourishment of spring rain, the bath of sunshine and self-improvement. Morality is more important to cultivate. Schools should create a good moral education environment and provide fertile soil for the growth of virtue. The role of the class teacher is spring breeze, spring rain and sunshine. What he wants to do is to lead, awaken, care and expect, not to encourage others.

Question 2: What is moral education? Morality is a universally binding code of conduct that people gradually form according to their needs in real life.

Has a good mass base, often widely spread, forming a consensus.

It must be distinguished from the law, both of which are codes of conduct, but the law is guaranteed by the state's coercive power, and morality is the contract of the soul, which can only be consciously observed by people, so the binding force is much weaker than the law, and the power of morality is realized by public opinion. The formation is different. Morality is a custom rule gradually established in life, while the law is formulated by the state. Represents different interests. Law is generally a powerful tool for those in power to manage, while morality is the embodiment of the interests of the masses in life, which has a certain gap.

For people, there should be no ultimate morality, because morality does not have the ability of law. If there is, it can only be combined with law at people's moral level and become the final form-law. Then it is not pure morality. Or an individual with a firm moral character, perhaps barely the best position.

Morality is a social phenomenon. In social collective life, in order to safeguard common interests and coordinate their relations, people have produced norms to regulate behavior. People not only judge a person's behavior according to these standards, but also dominate their own behavior according to these standards. When a person acts according to the code of conduct of his social collective, we say that his behavior is ethical; When a person does not act according to the collective code of conduct, or directly violates the collective code of conduct, we say that his behavior is immoral. In class society, morality is the reflection of the social and economic status and interests of all classes, which has class nature; Every class has its own moral code. Morality comes into being as a social ideology; Development and change obey the law of the whole social development, which is the research object of ethics and historical materialism.

Moral quality is the expression of social moral phenomena on individuals. A person often adopts certain attitudes, remarks and actions related to morality according to certain codes of conduct. Moral quality refers to those regular and stable tendencies and characteristics reflected by a person in a series of behaviors related to morality. A person's moral quality is formed under the influence of social moral public opinion and school moral education, and it is a reflection of social reality. As an individual phenomenon, the formation and development of moral quality depends not only on the objective social living conditions, but also on the law of people's psychological development. Therefore, moral quality has become the research object of some branches of psychology, such as educational psychology and children's psychology.

Any moral quality contains three basic components: moral cognition, moral emotion and moral action. These three basic components are interrelated and complement each other. Generally speaking, moral cognition is the basis of moral emotion, which affects the tendency of moral cognition; Moral action is formed through certain practice and exercise under the guidance and influence of moral understanding and moral emotion; At the same time, moral action can consolidate and develop moral understanding and moral emotion. Therefore, the formation and development of moral quality is a comprehensive process in which these basic components work together. The moral quality of students is not only moral knowledge and moral emotion, but also moral action, and many moral actions should be cultivated into solid habits.

The formation of students' moral quality is a complicated process of contradiction and struggle. Every time this development process reaches a certain time or degree, it will undergo qualitative change, showing the stage of development. There are qualitative differences in moral cognition, moral emotion and moral behavior of students of different ages, which have different characteristics. Of course, this difference is also manifested in students of the same age.

The cultivation of students' moral quality can be carried out in many ways, sometimes from cultivating students' moral behavior and habits, sometimes from stimulating students' moral feelings, and sometimes from improving students' moral understanding, rather than mechanically following the path from moral understanding to moral behavior and habits. But only when these basic psychological components are developed accordingly; Moral quality can be better formed.

In China, cultivating students' good moral quality is an important task of ideological and political education in schools. The content, requirements and methods of moral quality education are determined by the nature of China's socialist society, and are clearly stipulated in the educational policies and regulations of the Party and Zhou family. But the formation and development of students' moral quality has its own characteristics. Due to the limitation of knowledge and experience and some psychological activities >>

Question 3: Moral education in a broad sense refers to all activities that have a purposeful and planned impact on social members politically, ideologically and morally, including social moral education, community moral education, school moral education and family moral education. 2. Moral education in a narrow sense refers to school moral education. Moral education in schools refers to an educational activity in which educators exert ideological, political and moral influence on the educated purposefully, systematically and according to certain social or class requirements, and through the active understanding, experience and practice of the educated, they form the moral quality required by certain society and class, that is, the activities in which educators cultivate the moral quality of the educated purposefully.

meaning

Under the pressure of exam-oriented education, family and school education almost all value wisdom over morality, so that countless people think that teenagers today are a beat generation and an unbearable generation. Which is more important, virtue or talent? There are a few words circulating in the workshop: Virtue without talent is true, virtue without talent is disabled, virtue without talent is useless, and virtue without talent is dangerous. If traced back, as early as the Northern Song Dynasty, Sima Guang gave the most incisive conclusion: talent is also the capital of virtue; Virtue is handsome; Since ancient times, it has been more than enough for the country's chaotic ministers and the family's defeated children.

From the juvenile crime rate, it can be seen that more parents and teachers neglect the cultivation of moral education, which makes students taste the bitterness of life prematurely at the best teaching age when their body and mind are about to mature, and even be locked up. At the same time, it has caused great harm to the family and society. It can be seen that the quality of moral education for teenagers is not only related to the future growth of individuals, but also indirectly affects the quality of the whole nation and even the quality and continuation of the whole civilization of the country.

nature

Moral education is a common educational phenomenon in all societies. It is social and always keeps pace with human society. Moral education develops and changes with the development of society, which is historic. In a society where classes and nationalities exist, there are classes and nationalities in moral education. In the historical development of moral education, the principles, principles, contents and methods of moral education have some commonalities, so moral education has inheritance. Moral education is to educate students in ideological, political, moral and psychological qualities. Ideological education is to form students' certain world outlook and outlook on life; Political education is an education that forms students' certain political concepts, beliefs and political beliefs; Moral education is an education to promote students' moral development. It can be said that moral education in China is a "great moral education" covering the whole social ideology. The development of moral character, the formation of outlook on life and the improvement of political consciousness are all problems at different levels, and their process mechanisms are also very different. Political education, ideological education and moral education cannot follow the same principles by the same means and methods, through the same channels.

meaning

Moral education is an important condition and guarantee for socialist modernization.

Moral education is the condition and guarantee for students' healthy growth.

Moral education is the foundation and guarantee to realize the goal of moral education in China.

Moral education is the condition and guarantee for cultivating people with moral development.

Target editing

The concept of moral education goal

The goal of moral education is to achieve the overall normative requirements of the formation and development of the moral quality of the educated through moral education activities, that is, the quality standard of the expected purpose or result to be achieved by moral education activities. The goal of moral education is the starting point of moral education, which not only determines the content, form and method of moral education, but also restricts the basic process of moral education.

Fundamentals of moral education

1. The formation, development and psychological characteristics of teenagers' ideology and morality

2. National Education Policy and Education Purpose

3. National culture and moral tradition

4. The development needs of the times and society

Chief editor

The principle of moral education is the basic requirement that teachers must follow when carrying out moral education for students. It reflects the regularity of moral education process and summarizes the practical experience of moral education. The principles of moral education in primary and secondary schools mainly include:

The importance of moral education

First, pay equal attention to moral cognition and moral practice. Also known as the principle of combining theory with practice and the principle of unity of knowing and doing.

Second, strict requirements and respect for trust. Strict requirements refer to educating students in strict accordance with the educational policy and moral education tasks; Respecting trust means caring about students' growth, respecting their personality and trusting them to develop independently under the guidance of teachers on the basis of democracy and equality.

Thirdly, the requirement of unity should be combined with personality development. Ensure that the development of all students is consistent with the general direction of social development and teach students in accordance with their aptitude.

Fourth, collective education and individual education should be carried out simultaneously. Through collective education of individuals, through individual education to strengthen and influence the students' collective.

Fifth, school education and social influence should be unified. We should not only attach importance to the education of teenagers' products in schools ...

Question 4: What are the characteristics of moral education? 1. In a broad sense, moral education refers to all activities that have a purposeful and planned impact on social members politically, ideologically and morally, including social moral education, community moral education, school moral education and family moral education.

2. Moral education in a narrow sense refers to school moral education. Moral education in schools means that educators exert ideological, political and moral influence on the educated in a purposeful, planned and systematic way according to certain social or class requirements. And through the active understanding, experience and practice of the educated, the moral education activities needed by a certain society and class are formed, that is, the activities of educators to cultivate the moral character of the educated purposefully.

The essence of moral education;

Moral education is a common educational phenomenon in all societies. It is social and always keeps pace with human society. Moral education develops and changes with the development of society, which is historic. In a society where classes and nationalities exist, there are classes and nationalities in moral education. In the historical development of moral education, the principles, principles, contents and methods of moral education have some commonalities, so moral education has inheritance.

Question 5: What is moral education and what is detail moral education? A person's details often best reflect his cultivation and deep-seated quality. Every detail in life is an important part of moral education. Mr. Ford, the owner of American Ford Company, was hired because he picked up a piece of waste paper at the door before the interview. ? Moral education is more than just grades. What we require of students is only scores, but what society requires of students is not only scores. Without grades, teachers and students can't live today; Students can't pass tomorrow just by grades. Therefore, a responsible and excellent teacher should not only pay attention to students' scores, but also pay attention to students' development. It is normal for moral education to encounter new problems in the trend of reform and development, which also provides opportunities for our teachers to innovate moral education methods, especially punishment methods. Traditionally, the responsibility of teachers is to teach and educate people. Teaching without infertility comes first, and books are often not taught well. You have educated people well, and there is nothing wrong with books. Therefore, the teacher's duty is to educate people instead of teaching, and educating people should be the first.

Question 6: What is the score of moral education? Moral education achievement is a comprehensive measure of sports achievement and moral achievement, and it is also an important criterion to judge a student's all-round development in morality, intelligence and physical education.

Moral education is linked to comprehensive evaluation, that is, it has an important relationship with scholarship, but the most important thing is your academic performance. If you want to get moral education, you need to participate in more activities in peacetime, such as joining clubs, participating in various club activities and competitions, and doing more social practice activities. Generally speaking, moral education, style of work, etc. are all capped. The proportion of moral education is not high, and it is 10% in general schools, so it mainly depends on grades. If you get good grades, take part in more activities, so that the comprehensive evaluation will be icing on the cake and it will be easier to get a scholarship.

Question 7: What are the contents of moral education? Moral education mainly includes ideological and moral education, world outlook, outlook on life and values, social legal education, patriotism education, healthy psychology education and social morality education.

Question 8: What is the concept of school moral education? Moral education first. In the new era of employment-oriented vocational education reform and development, it is particularly important to strengthen moral education in vocational schools and promote students' healthy growth and success. The Outline of Moral Education in Secondary Vocational Schools of the Ministry of Education clearly points out: "Secondary vocational schools must put moral education in the first place of quality education." How to improve the effectiveness of moral education has always been an important topic for moral educators in vocational schools. Drawing lessons from the past and absorbing modern moral education ideas, the author thinks that we must renew our ideas, jump out of the old moral education thinking mode and guide the moral education practice in vocational schools under the new situation with the subjective moral education ideas. First, the basic connotation and characteristics of subjective moral education view is an important theoretical achievement of moral education practice under the condition of market economy. The deepening of reform has triggered a series of changes in the whole social structure, such as social and political life, cultural life and moral ideology. An obvious result is that the individual's self-consciousness and subjective consciousness have been significantly enhanced. This situation is reflected in the theory of moral education, that is, the idea of "human subjectivity" has been determined. Under this background, the concept of normative moral education, which is based on the standpoint of social norms, attaches importance to morality, pays attention to the good and evil of behavior, and tries to persuade students to practice behaviors that conform to social norms, has been greatly impacted. Keeping pace with the times, based on the position of attaching importance to moral lifestyle, focusing on the exploration of lifestyle, and striving to make every educated person better realize his own beautiful life have become people's common call and pursuit. Subjective moral education is an education with the goal orientation and value pursuit of cultivating and developing students' moral subjectivity, that is, cultivating subjective moral quality. The so-called subjective moral quality, "in terms of its connotation, is the ability of an individual, as the subject of moral practice, to make moral choices and behaviors independently, consciously and voluntarily according to the moral principles chosen after independent and active rational thinking." It requires us to follow the objective law of students' moral quality and habits in the process of cultivating students' moral personality, attach importance to improving students' ability of judgment and choice, and guide students to construct their own moral life. Subjective moral education has the following characteristics: 1, focusing on cultivating students' subjective personality. That is, it attaches importance to the promotion of students' subjective personality, and emphasizes fully mobilizing students' independence, autonomy and creativity in the process of moral education in order to tap their potential and promote the development of subjective consciousness, ability and personality; Follow the principle of moral education's generality and individuality, combining points with surfaces, fully consider students' hierarchy, initiative and differences, teach students in accordance with their aptitude, not only pay attention to improving the moral level of the group, but also highlight students' individuality, so that everyone can become the main body of moral cultivation and moral behavior practice. 2. Promote students' all-round progress in respect, equality and democracy. That is, we should fully understand students' thoughts, inner needs, hobbies, respect students' needs and choices, and respect students' rights, personality, privacy and dignity as the main body; We should give up the condescending state, don't regard students as "containers of moral goods", but talk on an equal footing as friends and have sincere spiritual exchanges. In a democratic atmosphere, students can consciously and voluntarily understand the connotation and cultivate their sentiments from education and teaching activities, and develop in an all-round and harmonious way in moral knowledge, moral emotion, moral will and moral behavior, thus forming a more reasonable moral quality structure. 3. Self-seeking and self-shaping of moral education in independent education. As a consultant in the process of students' socialization, teachers undertake the task of guiding students to choose or reject a certain moral value on the basis of analyzing and comparing various moral values. Its duty is to create a real and profound realm of moral encouragement, guide students to actively participate in the process of moral education, and find self-dignity and self-value in self-experience, self-exploration and self-epiphany. Moral education and other courses, school management and service, and campus culture construction all provide rich soil for students' independent education. Putting teachers' subjectivity into the track of students' subjectivity, emphasizing the development and development of students' subjectivity under the guidance of teachers' subjectivity and giving full play to students' autonomy constitute the modern scientific subjective moral education view. Secondly, the establishment of subjective moral education concept is an important prerequisite for moral education innovation in vocational schools. 1. Implementing the scientific concept of educational development requires vocational schools to establish a subjective moral education concept. At the Third Plenary Session of the 16th CPC Central Committee, it was proposed to "adhere to the people-oriented principle, establish a comprehensive, coordinated and sustainable development concept, and promote the all-round development of economy, society and people". Scientific Outlook on Development is an important guiding ideology that must be adhered to in building a well-off society in an all-round way and promoting modernization. In order to fully implement Scientific Outlook on Development, seven ministries and commissions, including the Ministry of Education, jointly held a national conference on vocational education last year and issued the Opinions on Entering No.1 Middle School.

Question 9: What is moral education practice 1? Broadly speaking, moral education refers to all activities that have a purposeful and planned impact on social members politically, ideologically and morally, including social moral education, community moral education, school moral education and family moral education. 2. Moral education in a narrow sense refers to school moral education. Moral education in schools refers to an educational activity in which educators exert ideological, political and moral influence on the educated purposefully, systematically and according to certain social or class requirements, and through the active understanding, experience and practice of the educated, they form the moral quality required by certain society and class, that is, the activities in which educators cultivate the moral quality of the educated purposefully.

Moral education practice is an activity carried out on this basis.

Question 10: What does school moral education include? Mainly do a good job in class teacher, teacher's morality, student union, class management, young pioneers, student behavior habits and so on.