The three steps of humanistic education are campus Putonghua, classroom calligraphy and textbook reading. Materials about these

Humanistic education in primary schools is an education to cultivate the humanistic spirit of primary school students and improve their humanistic quality. It advocates that education should pay attention to the development of primary school students, arouse respect for students, advocate democracy and creativity, and pursue students' self-improvement and personality liberation. It takes improving humanistic quality as its own responsibility, developing students' ability to deal with social relations and interpersonal relationships, helping students to form a certain outlook on life, morality, values and aesthetics, so that students can get rich, harmonious and perfect development. Humanistic education practice is one of the important tasks of basic education, especially under the background of curriculum reform. Article 8 of the Outline of Basic Education Curriculum Reform (Trial) puts forward: "Educate students in patriotism, collectivism and socialism, strengthen Chinese excellent tradition, revolutionary tradition and national defense education, strengthen ideological quality and moral education, and guide students to establish a correct world outlook, outlook on life and values", which clearly stipulates the contents of humanistic education in the basic education stage. This plan is formulated in order to smoothly realize the humanistic education into teaching materials, classrooms and students' minds.

First, through the infiltration of subject teaching, give full play to the advantages of subject teaching.

Subject teaching is the main position of humanistic education, and it is also an important classroom of humanistic education. Because subject teaching has its own complete curriculum, teaching materials, teaching and evaluation system, which occupies most of the school education, students have a strong psychological tendency to study and train subject courses. It is obviously an ideal foothold for humanities education to give full play to these advantages that are not easy to form.

Second, through the infiltration of comprehensive practical activities, efforts should be made to integrate humanities education resources.

All aspects of comprehensive practical activities, whether social practice, community service, research study or labor practice, are closely related to humanistic education. In comprehensive practice, it is very beneficial for us to effectively carry out humanistic education and strive to improve the level of humanistic education by consciously integrating humanistic education resources in comprehensive practice and infiltrating humanistic education into students.

Third, through the infiltration of daily behavior education, improve students' humanistic literacy level.

Students' daily life content, daily behavior and daily habits are inextricably linked with all aspects of humanistic education, and every detail of them can reflect students' humanistic quality. The formation of these humanistic qualities does not necessarily require special education and training for them, but is the example and subtle result of the people they contact in daily life. According to this principle, infiltrating students based on daily life has become an ideal basic strategy for humanities education.

The education of caring for others can be infiltrated by helping students with financial difficulties solve the urgent need of school supplies; Infiltrate ethical education by filial piety in the family; Taking advantage of the behavior of the wicked who dare to interfere in society can infiltrate the education of being brave. ...

Fourth, cultivate students' good humanistic habits through the infiltration of regular discipline education.

Regular discipline education is an important educational content in students' life, which is always accompanied by students' life. Conventional discipline education includes discipline education, law popularization education, life standard education, etiquette education, as well as many potential rules and established requirements of being a man. These are not only the concrete expression of humanistic quality, but also the practical goal of humanistic education. If enthusiastic humanistic education permeates the seemingly cold educational content and form, it will not only increase the humanity of these subjects' education, but also achieve the goal of humanistic education rationally.

Five, through the infiltration of various special education, focus on solving the problems existing in humanities education.

Special education is designed by the school in combination with the political and economic situation, the central work of the school, the work of the Youth League branch and the Young Pioneers, and the needs of school and grade or class education. These subjects often receive good educational results because of their clear goals, concentrated efforts and proper methods. If we organically combine our humanistic education with these special education, artificially infiltrate the content of humanistic education in special education, and consciously reflect the practice of humanistic education in the actions after special education, we can receive outstanding results in stages.

6. Enhance the internal and external motivation of humanities education through scientific assessment and evaluation.

Scientific evaluation, evaluation system and behavior have the same intangible baton function as education and teaching evaluation, which not only clearly shows the goals, standards and requirements to humanities educators, but also plays a certain guiding role in the practice of humanities education. Studying, exploring and constructing a scientific and reasonable evaluation system of humanities education, organically combining the examination, evaluation and infiltration of humanities education, can not only mobilize the enthusiasm of schools, families and society, but also increase the strength from students themselves, schools and society, and promote the practice of humanities education through these internal and external forces.