First, strengthen emotional understanding and enhance the concept of quality education

(1) Empathy, role experience. Empathy is that objective things produce some emotional stimulation to people's hearts and cause certain internal psychological resonance. In the classroom practice of ideological and moral lessons in primary schools, we can give students an immersive feeling, let them naturally use role-playing, let them feel like "people in the play", stimulate their conscious experience, enhance their moral awareness and speed up their moral feelings. For example, the lesson "Compassion for the Disabled" can be based on the text to deal with the plot or expand the art, and more words can be used to highlight the scenes where the disabled are laughed at or even deliberately teased. Through the strong description of the facial pain of disabled people, students can be prompted to put themselves in their shoes, deeply understand their inner feelings as disabled people at this time, create problems for students to think about and make a fortune. Let students recall the past when their defects were exposed or ridiculed because of failure, and try to compare the disabled with their own mentality at that time, which deepened their recognition of the inner humiliation of the disabled, thus sprouting sympathy and help for the disabled, and students' ideological and moral level climbed imperceptibly. In addition, when creating questions, we should pay attention to the ideological connotation of the text and not deviate from the central track, which will mislead students to some extent, and have a strong significance and accurate directivity for students' ideological supervision and moral guidance. If you are disabled, how should you deal with this situation? What do you think? Only in this way can we touch the softest place in students' hearts and truly feel that disabled people suffer from physical disabilities and endure the warmth and coldness from social feelings. With such psychological experience, students will naturally take the initiative to sympathize with and help the disabled.

(2) Actively use the real life contrast to enhance the distinct sense of experience. Comparative experience is to compare the moral concept that represents positive energy with the wrong moral concept that has negative influence in a certain scene, so that students can use their inner goodness to discard the false and keep the true, thus constantly consolidating the correct moral concept and improving their moral quality. For example, in the teaching of "caring for flowers and trees", teachers can present different teaching scenes for students on the screen with the help of modern teaching facilities when designing teaching. It can be a picture or a video. In this lesson, I boldly present the real scene in the form of slides. There are two pictures in total. The first picture shows two children busy planting trees. One child holds a decimal in his hand, and the other fills the soil with a shovel, with a bucket of water next to it. The second picture shows another scene in which there are two children. One is climbing a slender tree, tottering, and the other is wearing a hat with broken branches. They are in high spirits, and the tree is about to break. Through these sharp contrasts, students can easily make correct judgments on moral feelings and enhance their awareness of protecting flowers and trees. The positive teaching effect brought by this special emotional understanding is obviously better than the teacher's kind reminder.

Second, create a harmonious academic atmosphere and promote the healthy development of students' body and mind.

(1) Create an emotional teaching situation. The physical and mental development of primary school students needs to be improved, and the learning of new knowledge mainly depends on perceptual cognition. Pupils have poor spatial stereoscopic impression and poor abstract thinking ability. Their perceptual knowledge often depends on the intuitive induction of objective things, so the classroom teaching atmosphere is particularly important. For example, when teaching "Everything is developing and changing", I focused on the theme that everything in the world is developing and changing, and used multimedia equipment to show students the development and changing history of this city. Through the contrast between the past wilderness and the bustling scene of high-rise buildings now, the students deeply felt the rapid development of the city, reflected the ever-changing motherland and enhanced national pride. By setting the teaching situation suitable for the teaching content, we can create a good atmosphere for students' perceptual cognition, so that students can feel the touch of the situation, their thoughts are flying, they are full of deep love for their hometown and motherland, their pride in dedication and building their hometown is constantly rising, and their ideological and moral quality is constantly improving.

(2) Encourage students to take the initiative to play various roles. In the ideological and moral teaching in primary schools, rich and vivid stories and ups and downs are filled in the classroom, and all kinds of vivid and cheerful characters have left a deep impression on students. Inspired by the concept of new curriculum reform, any teaching resources can become props for teachers' innovative teaching. In order to increase the vividness and interest of teaching, teachers can make a big fuss about role-playing, encourage students to play various roles and interpret stories in the form of stage plays. Through lively and vivid stage plays, with the help of students' vivid role-playing experience, students' impression of the plot of the text is deepened, and the ideological connotation to be expressed in the text is clear, so that the social role consciousness is obviously enhanced and the sense of responsibility is continuously strengthened. For example, in the lesson of "Collective Power", teachers can select the highlights, use students' imagination to make some artistic processing on this part of the content, and set up several roles for students to play freely. The story of this lesson is lively and interesting, especially the description of an emotional episode after the spy of the ant kingdom reported the news. Teachers let students role-play, experience the inner emotional changes of the characters, let students feel the collective strength, remind students that Qi Xin works together to exert the collective strength, emphasize team consciousness, and let students receive a collectivist ideological education unconsciously. Quality education has been promoted for many years, but it is difficult. The vigorous implementation of the new curriculum reform has injected new vitality into the development of quality education. It is the strategic need of national talent training in the new period to create a harmonious and pleasant classroom atmosphere, stimulate students' interest in learning, arouse students' thirst for knowledge, and correct students' ideological and moral education by "moistening things quietly". Therefore, it is extremely urgent to implement quality education in the ideological and moral lessons in primary schools.