Classroom teaching is the main channel to implement quality education. In the process of realizing the transformation from "exam-oriented education" to quality education, we must grasp the core link of ideological and moral class classroom teaching, give play to the leading role of teachers, deepen teaching reform and implement quality education. Of course, emphasizing the leading role of teachers is by no means ignoring the main role of students. Students should be encouraged to discover and analyze contradictions by enlightening and summarizing themselves, and realize transformation and internalization through the struggle of contradictions. Only in this way can the leading role of teachers be organically combined with the main role of students, the teaching effect of ideological and moral courses can be optimized, and the ideological and moral quality of students can be truly optimized.

[Keywords:]: ideological and moral teachers classroom teaching methods

Classroom teaching is the main channel to implement quality education. The main goal of ideological and moral teaching in primary schools is to cultivate students' excellent ideological and moral quality. In the process of realizing the transformation from "exam-oriented education" to quality education, we must grasp the core link of ideological and moral class classroom teaching, give play to the leading role of teachers, deepen teaching reform and implement quality education.

In the teaching process of ideological and moral course, teachers are not only the organizers and implementers of the teaching process, but also the demonstrators of excellent moral quality and behavior. He decides the ideological direction of the course, solves the problems of what to teach and how to teach, and helps students solve the problems of why, what to learn and how to learn. Teachers' words and deeds and teaching attitudes have a subtle influence on students. Therefore, teachers should give full play to their leading role, so that students can master certain moral knowledge and develop good moral behavior habits, from ignorance to knowledge and from ignorance to understanding. Below, on how to play the leading role of teachers, talk about some understanding:

First, prepare lessons carefully and compile teaching plans.

Among all the teaching plans, the preparation of thinking lessons is the most difficult and demanding. Because in order to have a good class, teachers must feel the pulse of students' thoughts, understand students' living environment and master students' ideological concepts, moral sentiments, will, morality and behavior habits before class. Only by understanding and mastering the above situation can we carry out targeted education. First of all, according to the relevant provisions of the syllabus and teaching content, combined with the analysis of students' ideological reality, behavior and physiological and psychological characteristics, the teaching purpose and requirements of each class must be determined. At the same time, it is necessary to achieve "someone is in the eye" and pay attention to pertinence. Secondly, we should choose fresh, vivid and interesting materials related to teaching in all aspects of society to enrich the teaching content, so that teaching can not only reflect the spirit of the times and the atmosphere of life, but also arouse students' interest, infect students and enhance the effectiveness of teaching. Thirdly, in the process of designing teaching, we should not only consider how to complete the teaching task, but also consider how to adapt to children's age characteristics, cognitive level and growth law, and how to pay attention to the rationality of design arrangement from shallow to deep, from concrete to abstract, so as to improve classroom teaching efficiency. For example, in the lesson of "the minority is subordinate to the majority" in the ninth volume, when preparing lessons, the teacher firmly grasped the teaching point of "the collective has something to discuss, and the minority should obey the majority if it has differences", and designed such a discussion topic: the school brigade department called on the squadron to carry out the Young Pioneers activities with the theme of loving their hometown, and the forms of activities were not limited. In 2005, when the team leader of No.4 Middle School organized the discussion of the team committee, five team members agreed to engage in voluntary labor in the school, and 1 team members and the team leader agreed to engage in the social investigation of "Anda is developing". Most players think that loving their hometown should start with loving their schools, while the squadron leader thinks that it is more meaningful to conduct social surveys. What if the two opinions are arguing endlessly? The design of this discussion topic is based on two considerations: First, because some primary school cadres are arbitrary and unwilling to listen to your opinions, discussing this topic in teaching will touch their hearts and get twice the result with half the effort. Second, let most students know about the seminar? There is something to discuss in the collective, strengthen the collective concept and sense of responsibility as masters, and achieve ideological understanding. Because teachers pay attention to combining students' ideological reality when preparing lessons, the classroom teaching effect is remarkable.

Second, be good at inspiring and guiding understanding.

The so-called reason is to have a clear point of view, make sense clearly, and make it clear in teaching. This is the focus of teaching and the stage for students to receive thematic education. This requires teachers to give full play to their leading role, from the content of the text, from stimulating students' moral feelings, from infecting students with vivid stories in the text, or from the point of view in the text to educate students and strengthen their moral understanding. On the basis of emotion, grasp the key points of understanding, deeply understand the contents and viewpoints of textbooks, so that students can form a clear moral understanding, know what to do and what not to do on the basis of understanding the truth and perception of viewpoints, and put moral understanding into action to make students sensible. At the same time, through analysis and discussion, let students realize moral concepts and moral views.

For example, in the ninth volume of teaching "Should Be Happy for Her Progress", in order to highlight the teaching focus of this class, the teacher talked about Liu Ying's true feelings of being jealous of others' distress and happy for Qin Wang's progress after correcting his mistakes, which infected students and caused * * *. At the same time, with the help of the text, organize students to discuss the question "Why did Liu Ying ignore Qin Wang" to help students understand and analyze what jealousy is. What is the harm of jealousy? Inspire students to imagine what would happen if Liu Ying didn't correct the shortcomings of jealous Qin Wang? "Under the guidance of the teacher's inspiration, students know that jealousy is a negative psychology. It is a corrosive agent, which not only destroys the good moral relationship between people, but also often makes people do immoral acts such as harming the interests and reputation of others. I also learned the law of being jealous of others and ultimately harming others. At the same time, successfully guide students to realize that it is a virtue not to envy others.

Third, actively guide practice.

Thinking class should not only "know" but also "guide". Guiding behavior is the starting point of thinking class teaching and

Go home. Therefore, on the basis of enlightening and deepening the theme of "education", teachers should stimulate students' behavioral motives through guidance, and guide students to analyze and judge the right and wrong, beauty and ugliness of behaviors with existing moral knowledge and moral standards, and gradually transform moral knowledge, moral concepts and moral emotions into moral behaviors. Therefore, when determining students' behavior requirements, teachers should not only consider the * * * nature of the syllabus and teaching materials, but also contact the students' ideological reality, not across the board. At the same time, from the determination of behavior requirements, the way of guidance, the form of feedback, etc., from the reality of children, making moral judgments on the basis of students' formed moral concepts is conducive to transforming education into self-education and unifying "knowledge" and "behavior".

For example, in teaching the tenth volume "Be Aggressive", on the basis of students' repeated reading and discussion, initial understanding and teachers' guidance for students to dig deep into the truth, first ask students what your ambition is and how you plan to work hard to realize it. Based on the typical example of Zhang Guanghou, a young mathematician, who studied hard and made positive progress, this paper fully discussed and paved the way for "leading the way". Then, the teacher gave another example: a classmate of grade three joined the calligraphy group of the school when he entered the school, but failed in both competitions, and then went to practice skating. Later, he felt too hard, so he went to practice the electronic piano. He changed his ambition three times in three years and achieved nothing. Why is this? Through the comparison of two examples, students understand that setting up ambition is not empty talk, but requires hard work and perseverance, otherwise nothing will be achieved. From now on, study for the motherland and the people. Further enhance students' sense of responsibility and urgency.

Fourth, persist in persuasion and realize transformation.

Pupils are young, with narrow knowledge and little experience, and their moral ideals, moral judgments and moral standards are often pluralistic rather than unitary. Therefore, it is the fundamental task of ideological education teachers to guide students to obtain universal and stable moral evaluation and realize transformation. Therefore, in teaching, teachers should fully

Carry forward democracy, implement the guiding principles, and help students analyze problems and raise their awareness with an equal attitude. Be patient with students' recurring or temporary thinking problems, avoid being overbearing, and prevent self-proclaimed educators from "I say you take it, I will hit you." It is necessary to fully mobilize students' subjective initiative in education, guide students to learn to analyze and solve problems, and treat problems correctly, so that students can be guided in education with a positive attitude. For example, in the lesson "Being generous to others is a virtue" in the fifth volume of teaching, the teacher organized students to discuss the question "If someone deliberately opposes me, I will never let go", and finally all of them were unified in "If everyone can start from himself, forgive others and be sincere and generous to others, no one will deliberately oppose us and will certainly gain the trust and respect of most students." On the contrary, instead of solving the problem, it will intensify and become more and more rigid. Only when the whole class is twisted into a rope will the collective be United and strong and full of friendship.

Of course, emphasizing the leading role of teachers is by no means ignoring the main role of students. On the contrary, only by giving full play to the leading role of teachers, being good at using various effective methods to improve students' moral understanding, but also inspiring and inducing students to discover and analyze contradictions themselves, and realizing transformation and complete internalization through the struggle of contradictions. Only in this way can the leading role of teachers be organically combined with the main role of students, the teaching effect of ideological and moral courses can be optimized, and the ideological and moral quality of students can be truly optimized.

References: new curriculum standards, primary school textbooks, students' ideological education and discussion.

The characteristics of pupils' psychological development and the teaching reference of their thinking quality

The relationship between education and teaching source: www.lw372 1.com.