I. Main issues
1. The outdated concepts of teachers and class teachers, coupled with the imperfect evaluation mechanism and poor implementation, fundamentally lead to the difficulty in showing the effect of moral education.
The traditional concept that moral education is a school's business, the traditional concept of valuing wisdom over morality, the competition of teaching achievements among teachers, and the school-running characteristics and status of No.6 Middle School have led many class teachers and subject teachers to only see (and can only see) academic achievements in their daily education and teaching work, and pay little or no attention to students' "adult education". Many class teachers don't realize that the effect of moral education has a great influence on the class's academic performance. A class without good class spirit, class culture and class cohesion can't be outstanding in academic performance.
At the same time, the evaluation mechanism or implementation of the school pays more attention to the teaching results and ignores the moral education effect, which is also a factor that cannot highlight the moral education effect.
2. The task of the class teacher is too heavy and the time and energy are limited. On the balance of the two, "getting good grades and less moral education" is also a helpless move.
Traditionally, the main teacher is the head teacher in the school, mainly from the teaching point of view. On the one hand, it ensures the continuation of excellent teaching achievements, on the other hand, it also leads to the weakness of moral education. Teachers in major disciplines have heavy teaching tasks, great competitive pressure and little time. Under the double pressure of class performance and academic performance, it is more difficult to give consideration to the effect of moral education. Generally speaking, it is difficult to meet the requirements of schools and higher-level units, and it is difficult to proceed patiently and methodically from the ideological characteristics and actual needs of junior high school students. Therefore, there are few class teachers who must make great sacrifices and efforts to achieve good grades and good moral education results.
3. The collective function of the league organization, student union and class is not obvious.
The Youth League Committee and the Student Union of the school rarely play other roles except the inspection of the civilized class. The Youth League Committee, especially the Student Union, is the organization that is closest to students, has certain credibility and prestige, and gives students a sense of participation and honor. If we can give full play to its role and stimulate students' interest in active participation, the effect of moral education will be better.
Class collective is a relatively stable organization, which is valued by students. We should fully excavate and mobilize the class's collective rules, collective behaviors, collective thoughts and collective culture, and raise them to the same position as the class's grades, so as to better improve the effect of moral education.
4. Family education and school education are completely decoupled, and there is no moral education mode of family-school linkage.
School education can never replace family education. Although school education may be longer than school education in time, its actual impact may be lower than family education. This is more prominent in the embodiment of moral education effect. Perhaps it has a greater and greater influence on students' intellectual education, but family education may have a greater influence on improving the effect of moral education. Therefore, it is very important to attach importance to the role of family education and form a moral education model of family-school linkage.
In this regard, our school has done some work, but it is not enough, and it is far from enough from the overall consciousness of teachers, especially class teachers.
5. The content and form of moral education are traditional, conservative and empty, which can't keep up with the pace of the times, and the "three views" education is seriously decoupled from reality (practice and times)
A remarkable new problem faced by school moral education in the information age is that students face a lot of information. On the one hand, they receive a lot of information, on the other hand, they don't know how to distinguish between absorption and bombing. At the same time, school moral education is still following the methods, thinking and forms of the 1980s and 1990s. For a long time, the formalism of "high, big and empty" has adopted the way of "indoctrination" to talk about "patriotism", "traditional virtue" and "student code of conduct", which is empty and has little effect.
Similarly, historical figures and events are living teaching materials for educating young people about collectivism, patriotism and traditional virtues. However, students learn and understand history mainly from books, periodicals and film and television works. They have no personal experience and experience. They may be full of righteousness when they look at it, but once they return to reality, many phenomena cannot be understood and accepted. In addition, there are few vivid and touching examples to follow in life, so it is difficult to consolidate this emotion for a long time. In the actual educational work, this sense of distance has not been well solved.
Junior high school students are the main stage of the rapid formation of "three views" During this period, students have many contradictions to solve. If more appropriate and novel moral education methods are adopted, and information means and diversified modes are adopted in time, it will be more conducive to the improvement of moral education effect.
6. Ignoring students' psychological characteristics, the consciousness of mental health education is seriously backward.
The psychological characteristics of junior high school students must be considered in the process of moral education. Just as the physical development of junior middle school students is unique, remarkable, rapid and irreversible at this stage, the psychological characteristics of students at this stage are also unique and irreversible. This requires us to respect the law of students' physical and mental development and change the school's moral education concept and method to adapt to it, rather than thinking about how to change it. Just as girls from grade six to grade one in primary school will have menarche, students from grade six to grade one in primary school will also have an obvious period of psychological alienation from the opposite sex. Teachers and parents generally know how to deal with physiological phenomena, but many teachers and parents think it is abnormal and think about how to change it. They think that this phenomenon is unnecessary and is not conducive to the development of interpersonal relationships between boys and girls. Sometimes they even think that mental health education is to change these phenomena. As everyone knows, if these phenomena do not appear, it is a very serious problem, just as adolescent boys and girls do not have secondary sexual characteristics.
Similarly, at this stage, students' thinking development is unique. Dialectical thinking, abstract logical thinking, analytical comprehensive thinking and other higher-level thinking forms have not been fully developed at this stage, only lower-level judgment, induction and reasoning thinking. Because many teachers don't understand these characteristics, a large number of abstract, dialectical and analytical comprehensive thinking forms and methods are used in moral education, which is bound to be resented by students and the effect of moral education will be greatly reduced.
Therefore, in order to improve the effect of moral education, it is necessary to raise all teachers' awareness of mental health education, especially class teachers', popularize mental health knowledge, be familiar with the characteristics of school students' mental health, evaluate students' psychological ability and quality, solve the problems encountered in the process of students' physical and mental development in a targeted and appropriate way, and lay a solid foundation for physical and mental health, so as to cultivate their correct world outlook, outlook on life and values.
Second, the countermeasures
1. Cultivate teachers' moral consciousness and strengthen their sense of moral mission.
Teachers should be made to realize that moral education and intellectual education are closely related, inseparable and mutually reinforcing.
Teachers should be made to realize that school education is not learning education, and children should become adults in addition to becoming talents.
We should be soberly aware that moral education is a long-term work and cannot be accomplished overnight. Students are constantly changing with age, so teachers should treat students' progress dialectically and not be impatient. We should give more care and patience to the underachievers. As long as our teachers can make unremitting efforts, work sincerely and open the stone, we will surely see the rainbow after the rain.
2. Improve the evaluation mechanism of moral education and strengthen the implementation of moral education.
Improve the evaluation mechanism of school moral education, pay attention to the promotion of moral education effect, reward and popularize classes with remarkable moral education effect, improve the thinking of learning and education, improve the status of moral education, and at the same time increase supervision over the implementation of moral education measures, paying attention to actual results and neglecting retreat.
We can consider improving the selection and appointment mechanism of class teachers in various ways, which can not only reduce the burden of class teachers, but also make full use of school teachers' resources.
3. Promote the reform of the content and form of moral education by integrating knowledge with practice and keeping pace with the times.
Establish a linkage mechanism among parents, schools and communities, promote the implementation of moral education in multiple dimensions, and attach importance to the main role of parents' schools, youth league committees, student unions and class collectives in moral education.
Activity-oriented, integration of knowledge and practice, focusing on the cultivation of students' practical ability, and improving students' ideological and moral character in practice.
Improve the content and form of moral education and explore moral education methods suitable for the new era.
4, people-oriented, recognize the characteristics, timely and moderately improve teachers' awareness and methods of cultivating students' physical and mental health.
The difference of students' grades is not entirely the difference of ideology and morality, nor is it simply the difference of intelligence, but a considerable part of it is the difference of psychological ability and quality. On the one hand, teachers should improve the awareness and level of mental health education and integrate it into classroom teaching. On the other hand, they should learn to find students' moral problems in time and deal with them in various ways. At the same time, they need to take various forms and means to dilute the traces of ideological education, so that students can receive moral education unconsciously and realize the ultimate goal of moral education.
References:
1, Intellectual Moral Education and Its Transcendence: A Study on the Dilemma of Modern Moral Education, Gao Shengde Education Science Press.
2. On the Function of Moral Education Wang Shimin Sun Yat-sen University Press
3. "Moral Education and Class Teacher" Book Distribution Department of Chen Ruirui Higher Education Press
(The author is Yan Chunfeng, a teacher from Chenzhou No.6 Middle School)