In school moral education, it is found that there is such a bad phenomenon among middle school students: they often show different behaviors and words in different occasions and different situations, and their ideological and moral performance is often contradictory, showing duality, which is embodied in: (1) duality of words and deeds: many students make sense logically, but they don't really take it as their own code of conduct for dealing with people, nor can they put it into practical action. I even want to say one thing and do another, "words and deeds are not the same" and "words are not sincere." (2) The duality of the situation: Many students behave differently when interacting with different people on different occasions, often in front of teachers and parents, but they are arrogant and rude when leaving teachers and parents, and even contradict them face to face. Have it both ways's disadvantages have been developed. (3) Duality of others: Many middle school students often have different requirements and evaluation criteria for themselves and others. They can judge other people's character and behavior, but they can't demand and evaluate themselves by the same standards. (4) The duality of role performance: Students' performance in different social roles is very different, even completely opposite. For example, as students, they are three good students in the school.
Author: 222.181.125. Reply to this statement.
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2 Reply: Middle school students' ideological and moral cultivation
According to the report of the 16th National Congress of the Communist Party of China, education should serve the socialist modernization and the people, and should be combined with productive labor and social practice to cultivate socialist builders and successors with all-round development in morality, intelligence, physique and beauty. It can be seen that in the whole educational purpose, the goal of "morality" is in the primary position. Therefore, the Ministry of Education put forward in "Key Points of Work in 2003": "Strengthen the ideological and moral education of young students and improve the pertinence and effectiveness of moral education. We will continue to implement the "Implementation Outline of Civic Morality Construction", proceed from social reality and students' life reality, put the promotion and cultivation of national spirit and strengthen ideological and moral construction in an important position, and bring them into the whole process of national education. Strengthen patriotism and socialist education, pay attention to serving the people, collectivism and honesty and trustworthiness, guide young students to establish a correct world outlook, outlook on life and values, and improve their ideological and moral level. "It can be seen that strengthening the ideological and moral education of middle school students in the basic stage plays an important role in the whole national education system and is the soul, core and key to implementing quality education. However, how to strengthen the ideological and moral education of young students, especially high school students, is at an important stage of the formation of outlook on life and world. In this era of diversified values, how to implement ideological and moral education pragmatically and effectively? This is a challenging task that every senior high school class teacher faces in the new era. After working as a class teacher for several years, the author groped and summarized some superficial experiences.
First, theoretical support.
Morality, that is, moral quality, is some stable characteristics and tendencies when a person acts according to a certain moral code of conduct, the expression of moral principles and norms of a certain society or class in individual psychological behavior, and the core part of personality with moral evaluation significance. Modern materialist psychology holds that morality contains four psychological components, namely, moral cognition, moral emotion, moral will and moral behavior (knowledge, emotion, will and action for short). At the same time, morality is not innate, nor is it formed spontaneously. It is gradually formed under the influence of public opinion, family and purposeful and planned education in schools. Therefore, the cultivation of middle school students' ideological and moral character is to promote the formation of their moral understanding, stimulate their healthy and upward moral feelings, cultivate their unshakable moral will, and train and internalize their moral behavior through certain effective ways and means. In the process of ideological and moral cultivation of senior high school students, the cultivation of knowledge, emotion, will and action should go hand in hand, and should not be neglected. Because the four are interrelated, influence and promote each other. Among them, moral cognition is the basis of moral emotion, which affects the formation and tendency of moral cognition; Moral behavior is formed under the guidance of moral cognition, through the promotion of moral emotion and the adjustment of moral will, through repeated practice; Conversely, moral behavior can consolidate and develop moral knowledge, deepen and enrich moral feelings, and promote the exercise of moral will. It can be considered that knowledge, emotion, will and action are balanced and consistent in the process of moral formation, and must be coordinated and developed to facilitate the formation of overall moral character. If a certain psychological component lags behind, it will definitely affect the formation of the overall moral character. Therefore, our senior high school class teachers must carry out ideological and moral education in a planned and purposeful way under the guidance of the law of moral education.
Second, the methods of cultivating students' moral quality
(A) Education persuasion law
Educational persuasion is an educational method to inspire and guide students to consciously accept social moral behavior norms and correct wrong moral concepts through "convincing people by reasoning", thus guiding moral behavior. Modern psychology holds that "teachers' simple words and demands can only be transformed into students' moral demands when students are convinced, thus generating moral motives and promoting moral behavior." Therefore, if students can't understand and accept what teachers say, repression and coercion will not only fail to achieve the expected educational effect, but also have a negative impact. Therefore, the educational persuasion method is more necessary and important. There are many methods of education persuasion, such as theme class meetings, ideological and moral lessons, symposiums and so on. Let's talk about some methods I often use as a class teacher.
In the practice of ideological and moral cultivation, I often use "collective explanation", "individual conversation", "collective discussion" and "collective explanation" to explain social morality to the whole class through various collective activities, appropriate use of modern teaching methods, and combined with specific examples, starting with middle school students' behavior norms, daily behavior norms and school rules. By imparting moral knowledge, we can enrich students' moral knowledge, form correct moral concepts, master moral behavior methods and improve students' ability to distinguish right from wrong. In the collective explanation, I fully consider students' moral status, knowledge level and acceptance ability, pay attention to language art and their own emotional demands, and at the same time try to use heuristic explanation to leave students with room for thinking as much as possible, so that students can ask questions according to their collective situation and fully mobilize their enthusiasm and active participation.
Author: 222.181.125. * 2007-4-113: 41reply to this statement.
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3 Reply: Middle school students' ideological and moral cultivation
While adopting the mode of "collective explanation", I have more targeted "individual talks" according to different actual situations. During the conversation, I try my best to treat students sincerely, patiently and equally, and strive to create a good conversation atmosphere. On the premise of fully understanding the situation, I will express my attitude and views on some central contents, praise or criticism. At the same time, students are allowed to fully explain, explain and defend. Throughout the conversation, persuasion was sincere, criticism was serious and to the point. Practice has proved that only in this way can students feel the sincerity, care and love of the class teacher, and education can be effective, and they can be moved by emotion and reasoned clearly.
If the "collective explanation method" and "individual conversation method" let the class teacher master the initiative, then the "collective discussion method" will more fully implement the principles of equality and democracy. In the practice of moral education, I adopt the method of "collective discussion" more. The students in our class express their opinions in the collective discussion, and give full play to their enthusiasm, initiative and sense of responsibility as hosts. In the whole process, as a class teacher, I am not only an organizer, but also an ordinary member of the discussion and a guide. I clarify my point of view at an appropriate time, and use my moral and emotional experience to guide students to the correct direction of public opinion.
In short, in the ideological and moral cultivation of middle school students, the implementation of "education persuasion method" on the basis of equality and democracy can fully stimulate students' sense of ownership, thus continuously improving students' moral awareness, stimulating students' moral feelings, internalizing students' moral will and forming students' stable moral behavior.
(2) Emotional cultivation method
Positive emotions and noble moral sentiments are important factors that constitute good moral character. Therefore, it is not only an important content of moral education, but also an effective method of moral cultivation to create educational scenes with strong emotional color and let students be influenced by special moral scenes, so as to cultivate their sentiments and moral character.
The study and activities of senior high school students are mainly in schools and classes, and a large part of their moral knowledge is formed in the environment of schools and classes. Therefore, school spirit and class spirit are a specific and typical moral environment, which is an extremely active educational factor for students, and it will have a direct and huge impact on students' ideology, moral sentiment and behavior habits. Therefore, for a high school class teacher, whether or not to guide students to create a positive class atmosphere through efforts is related to whether or not to create a healthy moral environment for the cultivation of students' moral character. In the practice of class spirit construction, I feel more and more that excellent class spirit can make the whole class form a strong and touching atmosphere. Excellent class spirit can give full play to the effect of situational education, which has a huge and intangible "infiltration" influence on students, so that students can naturally accept its edification, infection and assimilation, arouse their emotions, and involuntarily accept its "instructions", so as to achieve "self-cultivation, family harmony and emotional cultivation". The reason why a good class spirit has such a great educational influence is because under the edification of this good moral situation, At the same time, there is a healthy and fair collective public opinion in this good moral scene, which has a certain deterrent effect on every student. Under the influence of this healthy public opinion, students' moral behavior can be continuously expanded and developed, and wrong moral behavior can be condemned, suppressed or even eliminated.
In the process of cultivating students' emotions, I not only use the class's public opinion orientation to stimulate students' moral emotions, but also actively use excellent literature and art to improve students' moral discrimination and immunity to social unhealthy phenomena and ideological trends. All the truth, goodness and beauty in people are the same. Beautiful pictures, beautiful melodies, perfect modeling and poetic mood in literary and artistic works, people's pursuit of truth, goodness and beauty, and the spirit of dedication to truth can all move students, purify and cultivate their emotions, and provide spiritual nutrition for the formation of good moral character. Therefore, I often organize students to enjoy movies with artistic value and educational significance, and hold class concerts and poetry readings. In the class meeting, even in my English class, let students be influenced by art.
(3) Practice exercise method
The cultivation of students' moral quality, whether it is the improvement of moral understanding, the stimulation of moral emotion, the exercise of moral will, the mastery of moral behavior and the cultivation of moral habits, can not be separated from various practical activities. Students' good moral character should not only be formed in various practical activities, but also be improved and perfected in constantly enriching and deepening practical activities. At the same time, because high school students are lively, energetic, studious and self-motivated, all kinds of practical activities with rich content and various forms meet their hobbies and can meet their various needs. In practice, I also take a lot of practical exercise methods, create various scenarios, and let students take measures that they think are effective and conform to moral norms in class, and then attach them to the collective discussion method by discussion, and finally get a certain moral evaluation. Besides, I also organized a variety of extracurricular activities, learned from Lei Feng's social practice activities such as doing good deeds, and even carried out ideological and moral education for students through practical activities such as family daily life, which achieved good results. Many lazy students in the class are not as indifferent to the health status of the class as before, and the labor discipline is obviously enhanced; In the past, some students went their own way and didn't take class discipline seriously, but now they have more and more sense of collective honor. It can be seen that various practical activities are not only effective methods to cultivate students' good moral character, but also shortcuts to correct bad moral character.
(D) Model imitation method
Example imitation is an educational method to guide students to imitate the thoughts and behaviors of heroes and other advanced figures and promote the formation of good moral character. For senior high school class teachers, besides organizing reading and watching movies, it is more important to give play to the exemplary role of the class teacher's own good moral character. First of all, as a teacher, the head teacher is not only the disseminator of human cultural and scientific knowledge, but also the navigator of students' life path. The class teacher and the students get along day and night, and their thoughts, morality, words and deeds are imperceptibly affecting the students. In the eyes of students, the class teacher is the most direct example to learn. In order to give full play to my role as an example, as a class teacher, I want students to do it first, on the one hand, to teach students moral norms, on the other hand, to strengthen students' moral cultivation and strive to be a noble person. In the communication with students, we should be strict with ourselves, set an example everywhere, pay equal attention to words and deeds, and strive to be an example of students' moral cultivation.
Three. Concluding remarks
The formation and cultivation of high school students' good moral character is an internalization process of external education, and it is a complex systematic project to cultivate and develop their knowledge, feelings, intentions and actions. At the same time, the formation of good moral character is an important content of high school students' individual socialization. The cultivation methods of high school students' ideological and moral character are rich and colorful, and the author cannot list them one by one. Practice has proved that as long as it conforms to the actual psychology of middle school students, the methods and approaches implemented according to the psychological development law of high school students are effective.
Author: 222.181.125. * 2007-4-113: 41reply to this statement.
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4 Reply: Middle school students' ideological and moral cultivation
Personality education refers to education in order to fully develop people's personality. It aims at people's personality differences, and through certain training and cultivation, people's personality can be fully developed. Its important aspect is the cultivation of subjectivity and creativity. Personality education and "innovative education", a hot topic in the current education field, are the spirit of potential communication and mutual cause and effect. To be exact, innovative education may be alienated in practice if it is not based on personality education and is not implemented in subject classroom teaching. Therefore, studying and establishing classroom teaching strategies of personality education will contribute to the healthy development of innovative education.
First, create a harmonious environment and an atmosphere of cooperation.
As we all know, classroom teaching is the main form of school education and the main place for bilateral activities between teachers and students. Students spend 80% of their school time on classroom teaching. Therefore, it is the main front of school education and teaching, and it will inevitably become the main battlefield for implementing personality education. However, for a long time, there has been a serious problem in classroom teaching, that is, students lack the space for autonomous learning and an equal, harmonious and democratic teaching atmosphere. In the classroom, teachers' authority is above everything else, rational hegemony is rampant, and students become vassals of teachers. Teaching activities have become a kind of indoctrination and training activities, students have become "containers" for receiving knowledge, and teachers lack respect for students' personality. Therefore, teachers often take an evasive attitude towards students' strange questions in class, or regard students' whimsy as "childish", while students who hold different opinions criticize them as "disobedient". Students originally wanted to get the answer to the question from the teacher, but being criticized by the teacher will make them "afraid" of the teacher and may not dare to ask questions again.
How to awaken and carry forward the innovative spirit, generate and establish innovative personality, and cultivate students' excellent creative personality with strong curiosity, dare to doubt, imagination, challenge and persistent pursuit? As far as classroom teaching is concerned, there is no choice but to create a good and harmonious environment and create a classroom teaching atmosphere characterized by respecting students' individuality and aiming at cultivating students' subjectivity and creativity, which is the premise of cultivating individuality. Under this premise, students can establish self-esteem, self-confidence and self-improvement, regardless of the consequences, dare to express themselves and dare to express their unique opinions. To this end, teachers in the classroom must strive to do:
1, kind. The important point of teacher-student cooperation is to make students feel "love" for their teachers. The so-called "pro-teacher, you can believe in its way." Therefore, when teachers enter the classroom, they must face each student with full enthusiasm, good mood and sincere smile, so that students can feel that teachers are approachable and amiable, thus shortening the psychological distance between teachers and students, and allowing students to get emotional satisfaction while satisfying their cognition. At the same time, because students often regard the teacher's kindness as a kind of reward and encouragement, they produce a kind of psychological satisfaction that is loved and recognized, and actively participate in classroom learning. Therefore, teachers must not be stingy with their love and praise.