In general, the contents of many classroom wall decorations are mainly reflected in: some are grades, homework after class and homework answers; Some are all kinds of photo stickers, colorful flowers and cartoon characters that students like at present, which make the classroom walls messy, and there is no theme. Some classrooms even have wall decorations, but they don't arrange any wall decorations, so students can draw and paste on the walls at will. For this kind of wall decoration, students are often out of curiosity and novelty, so it is difficult to play the due role of wall decoration. At the same time, it can be seen that some teachers are unconscious about the arrangement of wall decoration, which does not reflect the educational nature of wall decoration. Some teachers even designate students to arrange their designated contents on the wall decoration, which becomes the indoctrination of "activities". In fact, if teachers can carefully design classroom wall decorations in accordance with the laws of moral education, then classroom wall decorations will become an important external force that affects students' thoughts, emotions and moral behavior, and become a moral education place with educational functions.
Teachers should pay attention to the making of classroom wall decorations, so as to maximize their moral education function. The author divides the usable walls of the classroom into five sections: learning garden, reading appreciation, theme activity display, inspirational wall and blackboard newspaper. The learning garden section is mainly composed of assignment, activity arrangement, notice of temporary class activities, and honor list and yellow card list that summarize the progress and shortcomings of all aspects of the class; The reading appreciation section mainly recommends good books, displays reading achievements, and becomes the main position to create scholarly classes; The theme activity display section is a dynamic display of class activities; The inspirational wall section mainly pastes some celebrity aphorisms and school mottos of famous schools, aiming at stimulating students' fighting spirit for their dreams; The blackboard newspaper section is mainly about various festivals or hot topics of the month, aiming at improving students' understanding and analysis ability of various topics. The content of classroom wall decoration is sometimes aimed at the theme of school or class activities, such as gratitude, sunshine sports and mid-term exam reflection; Sometimes it is an exhibition of students' art, calligraphy and reading notes; Sometimes it is a big debate about current affairs and class concerns; Sometimes it is a collection of messages released by students' true feelings; Sometimes it is a photo exhibition of student activities or trips, and so on. The forms of wall decoration mainly include: pure words, such as excerpts, reflections and letters; Display categories, such as art and calligraphy works; Illustrated and illustrated, such as activities, travel photos and feelings.
Living in the same era background, students' personalities, hobbies and ideological and moral development levels are relatively consistent. Teachers should encourage students to independently choose the content and form of classroom wall decoration around certain themes, which will arouse students' enthusiasm, penetrate students' hearts and arouse students' moral reflection. In the selection and organization of classroom wall decoration creation content, teachers should respect students' decisions and their autonomy and creativity. The content and form of classroom wall decoration should be diversified and independent, which makes students look forward to every new wall decoration, and they will often watch, talk and evaluate it in their spare time. In addition, according to the different emphasis of moral education, the different stages of students' ideological and moral development and the changes of students' thoughts, the classroom wall decoration can be changed or updated in time, so that it can truly become a "class-based course" of class moral education.
Second, enrich the participants and tap the opportunity of moral education in the process of creation
The students with special skills in art, calligraphy and literature in the class are often responsible for the arrangement of classroom wall decorations, and their wall newspapers can be wonderful and pleasing to the eye from planning to implementation. However, more students in the class are just spectators and pay less attention to classroom wall decoration. In this regard, teachers should have a more comprehensive understanding of the moral significance of wall decoration, pay attention to the organization process of activities, and tap the opportunity of moral education in the process of creating classroom wall decoration.
The author subcontracted the walls of the class to four groups, and set up one group for each wall decoration. From planning, purchasing goods, division of labor and cooperation to the final self-evaluation, each group independently completed the correction work. This is also the opportunity for teachers to provide each student with the opportunity to participate in activities and display their talents. At the beginning of this activity, there will be many situations: first, individual members of the group lack sense of responsibility, laziness and self-confidence, etc. In the end, several members with expertise in art and calligraphy will complete the task, and even some groups will simply shift the responsibility to the team leader, and eventually the team leader will want to resign. Second, some team members are not good at thinking, afraid of trouble, delaying time, perfunctory and lacking in enterprise. Third, although some groups can finish the task on time, because the effect presented is not ideal, the members of the group are not satisfied with the wall decoration of the group, and every wall decoration activity becomes their psychological burden.
"Life is education", teachers organically infiltrate moral education in the process of students' * * * growth. This kind of moral education has obvious effect, and students strengthen their self-education ability in participation, discussion and reflection. In a wall decoration arrangement activity, the author sets several questions for students to discuss and find answers independently. For example, what did you contribute to the group in this wall decoration activity? What's the atmosphere in your group activities and what have you gained? Are you satisfied with the creation of this group? What have you learned from your team members and other groups? If you are the group leader, what are your ideas for the next activity? In addition, teachers can take some social phenomenon as a theme of class meeting, and students' actual discussion and education are more convincing and appealing, so as to maximize the function of moral education.
Therefore, the creation of classroom wall decoration is a multi-dimensional process. Teachers should create a relaxed, democratic and harmonious atmosphere for students, guide them to think independently and solve their existing problems, and also participate in students' activities and give them reasonable suggestions. At the same time, in the creation of classroom wall decoration, teachers should enrich the participants in the activities, constantly change the roles of the participants in the activities, pay close attention to their words and deeds in the activities, and grasp the rich opportunities of moral education in the details.
Third, systematic evaluation to promote students' all-round development
At present, many teachers, especially young teachers, only pay attention to summative evaluation in the evaluation of classroom wall decoration activities; Either it is too utilitarian, and in order to win prizes or praise, it tends to be beautiful, ignoring the evaluation of students' activity process. Therefore, teachers should pay attention to the systematic evaluation of wall decoration activities, so as to maximize its moral education function.
1. Group self-evaluation. Group self-evaluation means that in the process of wall decoration creation, each group member should regularly review the group activities and function, so as to ensure the effectiveness of the group activities and make every member of the group realize that everyone is a participant and should bear some responsibilities; At the end of each activity, each member should reflect and summarize the group cooperation and attach importance to the role of himself and other members in the group. In the process of evaluation, the team members should also explore the gap between the team and other teams, find out the root of the problem, find solutions to the problem from themselves, enhance the cohesion of the team, and save energy for the next wall decoration production. Therefore, by adopting the method of group self-evaluation, each group member not only learns to evaluate others, but also learns to evaluate himself; Not only do they gradually agree with others' objective evaluation of themselves through mutual comparison, but they can also gradually deepen their understanding of themselves through comparison, effectively improving members' abilities of self-reflection, self-solving and self-management.
2. Group evaluation. By comparing the effect of classroom wall decoration, objective and fair evaluation should be carried out between groups, which not only cultivates students' observation ability, aesthetic ability, expression ability and general evaluation ability, but also strengthens the mutual concern and learning of each group. It can be seen that the process of group mutual evaluation is a process in which students learn from each other's strong points, pay attention to each other and compete with each other.
3. Teacher evaluation. Although the main body of wall decoration creation is students, teachers should participate in it from beginning to end, and give them timely and appropriate praise, encouragement and guidance, which will play a role in fueling the enthusiasm and initiative of students' activities. In the process of wall decoration creation, teachers should observe every small change of students keenly and pay attention to the development of each student, so as to understand students more comprehensively; Teachers should affirm and praise students with good performance in time, which can enhance students' self-confidence and promote the cooperation ability between students; Teachers should have a comprehensive understanding of students and evaluate them naturally and objectively from many aspects.
In short, classroom wall decoration is one of the important contents of class material and cultural construction. After careful arrangement and organization by teachers, it has become an important educational carrier, and it is full of opportunities for moral education all the time. Teachers should follow the law of moral education in wall decoration activities, constantly enrich its content, and organize and guide students to complete the creation of wall decoration more scientifically and effectively, which will help promote students' independent learning, improve their self-management ability in an all-round way, and maximize the hidden power of wall decoration activities in class material and cultural construction.