Reflections on moral education of middle school students under the background of new curriculum

Keywords: moral education, moral education, seamless classroom

Since ancient times, education in China has put morality first. As the saying goes, to be highly respected requires both ability and moral integrity. However, in recent decades, mastering knowledge has become the first factor. As a result, the school seems to have trained a group of "talents" for the society. However, social morality has not improved, but there are many crises. In view of this, many educational institutions and individuals call for moral education and have formulated strategies for moral education. Starting with the moral education in middle school classes, this paper thinks about the ways and methods of moral education for middle school students under the new curriculum reform.

First, moral education is not class management.

In more than ten years of education and teaching, especially in the perennial work of the head teacher, I have the opportunity to participate in various forms of moral education seminars in our school and other schools. Most of the participants were class teachers, who contacted many experienced class teachers and learned many excellent opinions about class construction. They really benefited a lot and felt deeply. However, it is a pity that most of them talk about class management and seldom talk about moral education, which is also a misunderstanding of moral education in China at present. We are all talking about the all-round development of morality, intelligence, physique, beauty and labor. It seems that morality comes first, but in fact there is no moral education. When we talk about moral education, we often understand moral education as some kind of rules and regulations, some kind of agreement and some kind of legal form. Most of them carry out moral education from the perspective of management: unifying thoughts and actions, which completely misinterprets the true connotation and function of moral education. So, what is the connection and difference between moral education and class management?

First of all, moral education is the reflection of the soul, which is internal and uneven; And management is peripheral, restrictive and unified. Secondly, moral education transcends nationality and time and is the main element of human civilization. Management is an expedient measure of moral education, and the two are not the same thing. It can be seen that correct management is only a compulsory means to maintain moral education, and it does not necessarily improve moral education fundamentally. Wrong management is a kind of harm to moral education and runs counter to moral education. Therefore, as pioneers of moral education, we must clearly understand the difference between moral education and class management, so as to publicize moral education more effectively and conduct class management more effectively.

Second, the status of moral education for middle school students

To carry out moral education in middle schools, we must understand the current situation of moral education among middle school students. Only by recognizing the present situation can education be effective. At present, the moral education of middle school students has the following characteristics:

1. Lack of awe and faith. The loss of awe and belief is actually the biggest crisis of the whole Chinese nation. The young people born in this generation are inevitably influenced and assimilated by society. If people have no sense of awe and morality, even the law will become a dead letter. Many students don't respect morality, nature, knowledge and teachers ... The direct consequence is to ignore the existence of morality, spit everywhere, destroy nature, blaspheme knowledge and disobey teachers. Although not all middle school students lack awe and faith, there are not a few such students.

2. Lack of ambition and ideals. Lack of ambition and lust for ease and enjoyment are the basic mentality of many middle school students today. The level of ambition and ideal is the embodiment of a person's basic quality. Without high quality, there can be no noble morality and perfect personality! People who have nothing to pursue will also be indifferent to society and others, and will also be people with personality defects in the future.

3. Lack of unity and trust. Most of the only children are in a superior position, with strong self-awareness, self-centeredness, and lack of trust and cooperation awareness for others. Morality, on the other hand, exists in the atmosphere of mutual understanding, mutual respect, mutual trust and mutual care, and once this harmonious atmosphere is missing, morality will inevitably be missing.

4. Lack of thought and connotation. Thought is a person's soul. People can have no eyes, but they can't have no soul. Only by reflecting on ourselves and thinking about the future can we gain something and enrich our connotation. Morality is actually more a manifestation of personal self-restraint, and a person with little connotation cannot have all-inclusive moral character.

Third, how to carry out class moral education.

Moral education is not management. To understand the infiltration mode of moral education, we should start with the shaping of teachers and students and the construction of class moral education culture.

(A) the shaping of teachers' morality

Teachers are engineers of the human soul. The shaping of students' personality and moral guidance require teachers to have noble moral qualities. Whether a teacher's mind is pure or not and whether his morality is noble directly affects the result of his preaching and teaching. Most of this generation of teachers were trained by exam-oriented education after the Cultural Revolution, with knowledge first and morality second. Their understanding of moral education can be said to be uneven, and the promotion of teachers' morality is the top priority of education. So how can teachers improve their moral cultivation?

1. Read more sage books and carry forward Confucianism.

Books are unreadable without sages! The way of Confucius and Mencius lies in thinking and emotion. Although it has been a thousand years, every word is like gold. When we read sage books, we should not ask for them, but be true, respectful and awe-inspiring. The truth of being a man, the truth of doing things, respecting nature, respecting morality, respecting laws and regulations, and respecting ethics. If teachers can really understand the true meaning of Confucianism and carry it forward, how can there be no real educator in China in recent decades?

2. Cultivate the consciousness of worrying about the country and the people, and avoid the thought of ease and enjoyment.

Scholars often worry about the country, and good ministers sigh the people. Confucius and Mencius often cherish the ambition of governing the country and care about the country and the people, so their disciples are killing each other for the sake of Qing Dynasty. Only highly respected people can care about the country and the people and tolerate others. If teachers can influence students with their own sense of hardship, it will cause * * * sound, which is national and cross-generational, and is something beyond the true human connotation stipulated by laws and regulations-morality.

(2) Pay attention to the moral education level of each student, and pay attention to the seamless education.

Because of the growing environment of moral education, different family backgrounds, different community cultures and different national traditions, students' moral education concepts and levels are different and uneven. Educators must face up to this gap and have a clear goal. Specific practices are as follows:

1. Carefully analyze the moral education level of each student, focusing on guidance and persuasion. Middle school students have strong self-esteem, so they should talk and communicate with students on the basis of equality and should not be punished by rules and regulations. In particular, the damage caused by this punishment to students may make them more extreme. Therefore, we advocate that moral education should be seamless and not scratch students' hearts. Because this kind of scar may not fade in time, it will only get deeper and deeper.

2. Strengthen communication and exchange among students, and enhance noble moral quality. Communication between students may be more effective than persuasion education. Students' moral level and development may be different. Through communication and mutual promotion of moral quality, teachers or class teachers actively advocate noble moral quality, which is conducive to the formation of students' moral quality and plays a multiplier role.

(3) Create a class moral education culture and create a harmonious class atmosphere.

Because moral education is different from management, it lies in guidance. The construction of class moral education culture can make students form a consensus and let them sing. We can create a strong moral education culture in the class by taking the forms of moral blackboard newspaper, moral observation column, social morality for everyone to see, China traditional morality introduction, etc., and promote and improve each other in this harmonious atmosphere, so as to truly achieve seamless education.

In a word, moral education is the top priority of middle school education, and morality, courtesy and books are the basic qualities of qualified middle school students. To promote educational reform, we must first attach importance to the inheritance and development of moral education. Only in this way can education become living water, and education can be truly successful if it has a foundation.