As a front-line Chinese teacher, how to give full play to the advantages of Chinese textbooks, prevent moral education from infiltrating, organically combine moral education with IQ, and let students cultivate their ideological and moral character while gaining common sense, so as to promote young students to continuously improve their own essence and upbringing in their further studies? Above, I take Chinese teaching in primary schools as an example to talk about several moral education methods that can be adopted in Chinese teaching to stop ideological education for students.
1, infiltrating moral education in the import
In the article "I can't break my word", it was reported that one Sunday, Soong Ching Ling was going to a friend's house of her father. My uncle's pigeons are very handsome, and Soong Ching Ling loves my uncle's pigeons very much. However, Soong Ching Ling remembers that she allowed Xiaozhen to teach her how to fold a flower basket on the same day. Although both her father and mother advised her to teach them another day, Soong Ching Ling still didn't sleep, fulfilling her reputation. Why are you doing this? Honesty is the virtue of our Chinese nation, so we should be honest and trustworthy from an early age. "Today, let's read a story all the way to see how honest and trustworthy Soong Ching Ling was when she was a child." Such leaders may arouse students' interest in browsing and change their hidden feelings, so as to try to browse and understand and be familiar with the tense influence of honesty in social interpersonal relationships.
2. The combination of graphics and text permeates moral education.
There are hundreds of illustrations in primary school Chinese textbooks, and the illustrations in textbooks are "things", so students should be guided to read them attentively. For example, when explaining the first volume of Peugeot Xiaoxing 'anling in the third grade of People's Education Edition, I used the illustrations of Peugeot Xiaoxing 'anling as a slide show or used multimedia to teach the pictures unrelated to the West Lake, leading students to see the scenery differences in Xiaoxing 'anling throughout the year, the natural ecology and precious plants and medicines in Xiaoxing 'anling. Peugeot's illustrations may impress students and begin to form an impression in their minds. This will stimulate students to seek beauty and produce a sense of pleasure. This aesthetic experience will gradually accumulate into useless nutrients, which can not only let students know the natural scenery of Xiaoxing 'anling, but also let them know the vitality and prosperity of the old country through the beautiful scenery of Xiaoxing 'anling. At this time, the teacher timely guides the students: our old country is vast and rich in natural resources, but if it is not covered, it will be difficult to see these natural beauty in the future, which stimulates the students' feelings of loving the old country and covering nature.
3. Infiltrate moral education in sentence teaching.
The key sentences in the article can express the ideological content of the article. When teaching and educating people, we should deeply guide and understand the thoughts and feelings of the article, so as to teach without distinction. For example, a professor told the story of a small village, and the beginning of the article was "nothing-everything with axes, including those sharp axes", which is the difficulty for students to understand. When the leader understands, let the students read the sentence first, explain why there is no sentence, then grasp the key words "sharp" and "all" of this sentence and contact the full text at the same time. Teachers should promptly guide the serious consequences of damage to people and cover up the tension of the situation. Another example is the sentence in the article: "Not only trees, but also people. People who live in uncertainty can stand the test of life and temper an independent and self-reliant heart. " This profound sentence can be used to think while reading, just like Uncertainty. What do you mean by "uncertainty" of trees and "uncertainty" of people?
4. Infiltrate moral education into the teaching content.
The content of Chinese teaching includes chapters praising the motherland, heroes who can sing emotionally, lyric poems, essays, novels and other genres, standards for judging right and wrong, good and evil, and principles for being a man. Chinese teachers should spontaneously apply the contents conducive to healthy training in the text, apply various teaching skills according to the age and cognitive layout of students, and stop educating students about their character. In China's textbooks, there are many articles praising the motherland, such as Zhao Zhouqiao, the rich Xisha Islands, Beijing's bright lights, founding ceremony and so on. Creating situations in teaching and upbringing, so that students can describe the middle class from detailed pictures and abstract words, and feel as if they are at home, such as hearing their voices and seeing their feelings, is a detailed expression of their noble character and sentiment, which will stimulate their patriotic enthusiasm and let them know that they love their nation and country.
5. Infiltrate moral education in composition teaching.
"Writing carries Tao", students' composition may be a comprehensive embodiment of their thinking, occupation, common sense and writing ability. "Writing is like a man" and "Writing is like a man". Works in any literary situation, without exception, are the reflection of the author's life experience, sentiment, disposition, character sentiment and even life ambition. Students' composition can best reflect their attitudes, ideas, thoughts and feelings, so teaching composition is also a useful method for students to stop moral education. Encourage students to express accurate thinking concepts and healthy thoughts and feelings in composition guidance and comments. Through the process of writing, they can fully enrich their wonderful and healthy spiritual world.
For example, you can grasp some guiding exercises of composition planning and ask students to put forward opinions and concepts. The small practice of "a person I know" allows students to discover his strengths and weaknesses and foster strengths and avoid weaknesses. Through such a small practice, let students receive ideological education.