With the in-depth development of China's economy, politics and culture, a craze for Chinese studies has swept the whole cultural field, which has made China's traditional culture refocus on moral and ethical values. Ethic-oriented Chinese studies provide a new direction for moral education of primary school students. This paper analyzes and discusses how to implement Chinese classic education in primary school moral education from three aspects: the rich moral education resources contained in Chinese classics, the moral education significance in Chinese classics and how to use Chinese classics for moral education. Moral education of primary school students plays an important role in primary school teaching. Social morality education based on five loves and related social common sense education are old-fashioned and easy to make students feel bored. China's traditional cultural classics contain excellent traditional virtues, which play a positive role in cultivating the moral quality of primary school students. Accumulating these classics in their minds will subtly affect their attitude and direction in life in the future. Therefore, moral education by using China's classics is an important way for primary school students' moral education. First, Chinese classics contain rich moral education resources. China traditional culture has a long history. Five thousand years of cultural accumulation has nurtured the refined personality of the Chinese nation, which is honest, friendly, gentle and polite. The classics of Chinese studies are not only the proof of China's long-standing traditional culture, but also the foundation for every China person to survive in the world, and they are also our indispensable spiritual strength. For example, The Analects of Confucius, a very important classic in ancient China, contains rich life experience and life wisdom such as standing, doing things, reading and being in politics. It integrates politics, ethics, morality and education, and its core is to be a man and cultivate one's morality. It puts forward many principles and maxims of being a man. For example, a gentleman must keep his word, and his deeds must bear fruit. He should be straight and avoid an unsuccessful life by luck. Only the benevolent can distinguish between good and evil and so on. , with universal significance. Another example is Disciples Rules. Although there are only 1080 words and 360 sentences in total, it summarizes a person's attitude and etiquette on how to honor parents, love brothers, get in the way, treat others, cultivate one's morality, learn and so on. The principles expounded in Disciples Rules, such as contempt for property, resentment, forbearance in words and self-blame; If you want to add people, ask yourself first, or you will be quick if you don't; Do things for the father, like the father, and be a brother like a brother; The doctrine of loving the masses and being kind to others applies to different religions, races, countries and all walks of life, men, women and children. The preface of Disciples Rules is also a summary of the educational experience of ancient Chinese people, which conforms to the educational law. Other classics, such as Children's Classics, Filial Piety Classics, Book of Rites, Yan's Family Instructions, etc., all contain excellent traditional virtues. Learning the classics of Chinese studies can enable primary school students to systematically face the essence of China traditional culture, accept the influence of China traditional culture and traditional virtues, and form excellent moral quality in a subtle way. Second, the moral significance analysis of Chinese classics (1) Chinese classics conform to the characteristics of primary school students' cognitive psychological development. Modern psychological research shows that children before 13 years old have strong memory ability, but their logical thinking reasoning ability and abstract thinking ability are weak and have not been fully developed. Let children learn China cultural classics as soon as possible, accept traditional excellent culture, that is, in the golden age of his purest mind and best memory, let him come into contact with the most intelligent and valuable classics. Accumulating these classics in his mind, although not fully understood at this time, will exert a subtle influence on his future attitude and direction in his young mind. Use culture to gradually cultivate his fortune and open his wisdom, thus laying a solid foundation for his lofty insight and beautiful personality. And with the increase of age, knowledge and experience, they will gradually strengthen their understanding of classics, which will become the source of wisdom, benefit, inspiration and growth in his life. (2) The essence of classical education of Chinese studies lies in osmosis rather than indoctrination. At present, primary education in China is one-sided in instilling knowledge and skills, seeking quick success and instant benefit, which makes children physically and mentally exhausted. Ignore the core value of children's development-oriented education and ignore the scientific laws of education. Nowadays, some institutions use the misunderstanding of society and parents to attract people's attention under the banner of cultivating little prodigies and geniuses, in fact, in order to earn thousands of dollars in tuition fees. This kind of encouragement and taking education as the result of business and industry mislead children's development. Learning the classics of Chinese studies can not only help children know more words, lay a solid foundation of Chinese and cultivate cultural temperament, but more importantly, it can enlighten their minds, cultivate their conduct, improve their self-cultivation, cultivate their elegant demeanor and understand the truth of being a man. In the final analysis, it is to improve people's fundamental quality. When children don't fully understand the classics of ancient poetry, giving them classics is actually an excellent measure to inherit civilization. Young minds are pure and empty, and the foundation of classics can stimulate their cultural yearning for life. Children are trained in this way since childhood, and Chinese classics will plant seeds in their hearts. As they grow up, they will go hand in hand with them and have a positive impact on their lives. It is very important to integrate Chinese classics into children's life bit by bit, cultivate children with a national emotional character, and cultivate their supreme personality advocated by Confucius and Mencius. Research scheme of the topic "Ways to Promote Traditional Culture in Chinese Teaching" Author: Senior Chinese Teaching and Research Group of Pingshan Middle School in Jinjiang, Fujian Province Time: 2007-3-2 17:27:50 1. The topic shows that the traditional culture of the Chinese nation has a long history, is an important symbol of the whole oriental culture, is an important heritage in the treasure house of world history and culture, and has made indelible contributions to the civilization and progress of human society. As the carrier of China traditional culture, Chinese bears the national spirit and soul and plays an important role in the development of traditional culture. Chinese teaching should be integrated into traditional culture. Since the reform and opening up, there have been many schools of Chinese teaching reform in primary and secondary schools, and the reform has achieved fruitful results. However, due to the intensification of exam-oriented education, the reform of Chinese teaching is difficult, and Chinese teaching has gradually evolved into a professor with pure knowledge and skills and repeated drills of simulated test questions, which has affected the formation and development of students' thinking, personality, sound personality and moral cultivation. As a basic subject, Chinese must adapt to the requirements of the times, carry out systematic reform in accordance with the educational policy of the party and the state and the basic principles of quality education, and in accordance with the requirements of the new Chinese curriculum standards. In order to play its due role in cultivating students' Chinese literacy, humanistic literacy and thinking ability, and perform its due duties, it is necessary to update educational concepts and reform teaching contents and methods. Therefore, the key project "Traditional Culture and Chinese Teaching" approved by the Central Institute of Education assesses the situation and puts Chinese teaching in the context of China traditional culture, which is helpful to realize the innovation of Chinese teaching concept, content and method, create a harmonious, relaxed and independent learning environment for students, and cultivate students' humanistic quality and sound personality. Ii. Project Objectives The overall objective of this project is to promote the traditional culture of the Chinese nation, adhere to the correct direction of quality education, carry out research in a down-to-earth and meticulous manner, and strive to create a new situation of coordinated development of traditional culture and Chinese teaching. The goal of the sub-topic "Ways to Promote Traditional Culture in Chinese Teaching" chosen by our school is to actively participate in practice and explore pragmatically under the background of the world's "Chinese fever", in the wave of new curriculum reform and in the reality that students' Chinese learning deviates from traditional culture, hoping to find a teaching practice level that is suitable for the coordinated and effective combination of Chinese teaching and traditional culture in ordinary schools, improve the effectiveness of Chinese learning and promote students' lifelong comprehensive quality. Third, the theoretical basis of the study 1, multiple intelligence theory Gardner's multiple intelligence theory tells us that because everyone's intelligence combination is different, the differences between people are objective. Differences in individual knowledge base, learning ability and personality tendency lead to obvious differences in individual learning interests, learning methods and learning efficiency. Only by adapting to their own ways can people effectively acquire and master knowledge and skills. 2. Marxist world outlook and methodology. Constructivism learning theory. Constructivist psychology holds that learning is the interaction between learners and texts. Learning is a process in which learners, under the guidance of teachers, select, process and reorganize information from objects with their original cognitive structure, and "assimilate" or "adapt" to the outside world with their existing cognitive structure. Learning is the process of learners' self-construction. Only by actively participating in observation, thinking and exploration through their own operational activities can students effectively meet the requirements of teaching objectives, so that students can not only master knowledge and corresponding thinking methods, establish optimized and efficient learning strategies, but also cultivate their ability to acquire knowledge independently, creatively use knowledge and solve practical problems independently. The learning mode of independent practice is not only conducive to students' cognitive self-construction, but also conducive to students' emotional self-construction. 4. Advanced educational thoughts of famous educators at all times and all over the world. 5. A programmatic document on the new curriculum reform. 6. Constantly discover and collect dynamic information of newspapers and websites. Four. Subjects The subjects of this experiment are all the students in Pingshan Middle School. 5. Research principles and methods: (1) Research principles 1, the principle of combining teachers' guidance with students' nature 2, the principle of combining innovation with practicality 3, the principle of combining knowledge with interest 4, the principle of combining in-class and out-of-class (2), research methods 1, investigation and research method: providing research guidance for senior high school students in our school. 2. Practical research method: around the overall goal of the project, study various Chinese activities and adjust the research content and methods in practice. 3. Literature research: learning and applying relevant educational ideas. 4. Summarize the research method: summarize the research experience and lessons in each stage in time, make quantitative and qualitative analysis on the materials collected by the research species, and get a method with universal significance and popularization value. 5. Case study method: pay attention to the individual students, track the changes and development of the research object throughout the whole process, and investigate the effect of the research through certain testing methods. 6. Systematic research method: explore and establish a set of methods to guide and train students to establish the correct direction of Chinese learning and development. VI. Implementation steps of the research: The first stage (65438+2006 10 -65438+2006 10) is the basic research stage. 1. Introduce and publicize the topic in the language group, mobilize teachers to actively participate in the research and form a research group. 2. Organize and discuss the research plan of the project, determine the subprojects, and report the subprojects to the superior. 3, held a research topic opening report, etc. , clear research direction, objects and methods. The second stage (2006 165438+20091October-March) is the project implementation stage. 1, organize the study of relevant research theories and guide the research with scientific concepts. 2. Comprehensive practical research. In practice, pay attention to supplement and adjust the research content and methods, and complete the interim report. 3, on the basis of mid-term results appraisal, practice and research improvement. The third stage: (March 2009-August 2009) experience summary stage. Sort out and summarize the research results of each stage (papers, cases, teaching videos, student exercises, activity photos, etc.). ), publish a collection of essays, show students' achievements, write a conclusion report and submit it to the competent department for acceptance. Strive to popularize valuable practices and experiences. Seven. The expected effect and form of the study 1. The experimental teachers sorted out and summarized the effective ways and methods to improve senior high school students' interest in Chinese learning, cultivate good reading habits, improve their literacy and humanistic quality, and completed the writing of relevant papers. 2. Promote the construction of school culture, create a humanistic atmosphere on campus and enjoy the happiness of Chinese studies. 3. Each experimental teacher can use different reading strategies and effective methods in different grades and different learning stages according to the students' physical and mental development laws, and carry out Chinese education and teaching more pertinently, so as to promote the teaching process and make students' classroom, internal and external learning, high school and lifelong learning complement each other and develop harmoniously. 4. Actively strengthen communication and contact with teachers related to the research leading group, and strive to publish and display the research results of teachers and students in our college in relevant journals. 8. Members of the research group and members of the division of labor leading group: Guo Yongle (principal, senior teacher), (school secretary, senior teacher) and Xu Qingjiang (vice-principal and senior teacher in charge of teaching) Specific person in charge of the research group: Yi Xiaohong, members of the research group: Chae Rim, Xu, Xu Mingzhe, Hong Mingmei, Lin Qiuxue, Zhang Rong, He, Huang Yaya,, Zhuang. The value of Yi Xiaohong's 2 Analects of Confucius to cultivating students' humanistic quality. Exploratory Papers Yi Xiaohong, Hong Mingmei and Huang Yaya 3 Reading, Reciting, Thinking, Understanding and Writing to Improve Students' Chinese Literacy Re-exploring Papers Yi Xiaohong 4 Introduction of Traditional Cultural Knowledge in Chinese Teaching Chae Rim 5 Exploration of the Value of Calligraphy Practice in Improving Teachers' and Students' Chinese Literacy Xu Mingzhe 6 Promoting Traditional Cultural Papers in Composition Teaching Zhang Rong, He and Lin 7 Classical Poetry and High School Chinese Teaching Papers Lin Qiuxue 8 The Position of Classical Chinese in High School Chinese Teaching Papers Hong Mingmei, Huang Yaya 9 Traditional Landscape Culture Papers Xu 10 Classical Texts of Traditional Culture and Chinese Teaching Papers in Senior High School Zhuang, X. Budget: School leaders attach great importance to and give strong support, which provides the most solid material foundation, necessary activity funds and strong spiritual support for the research. XI. This research topic should insist on doing a few practical things for students and expecting the possible effects: 1, insist on publishing the national excellent periodical "New Reading and Writing" (designated as the subject material and the main experimental carrier), guide students to fully organize students to make good use of this reading on the basis of voluntary subscription, and hope to improve students' Chinese literacy from a cultural perspective. 2. Insist on guiding students to read classic texts of China traditional culture as an important task for Chinese teaching. For example, reading the Analects of Confucius every day. Every research-oriented teacher can teach students in accordance with their aptitude, give full play to their strengths, and boldly explore new teaching ideas and methods suitable for themselves and their own learning situation. On this basis, we will strive to achieve the goal of improving students' literary appreciation ability, knowledge and ability, and harmonious development of knowledge and practice. 3. Pay attention to the development trend of this topic, study extensively with an open mind, study in depth seriously, explore the most scientific Chinese teaching methods and learning methods, make every effort to improve classroom efficiency, organize students to actively contribute to new reading and writing, strive to publish their works, and make achievements in composition competitions and Chinese accomplishment. Each participating teacher is responsible for completing an excellent paper or case or video lesson that can reflect the research ideas of the topic every year. Strive for works to be published in public newspapers. 4. Chinese research teachers should inherit and vigorously carry forward the educational concept of China's traditional culture and writing, unify knowledge and practice, and give full play to the important role and influence of Chinese learning in senior high schools in students' lifelong learning and development. It shoulders the unshirkable responsibility of the main force in guiding students to learn to practice morality with literature and carefully cultivating the soft environment of humanities in schools!