On the basis of clarifying the concept of morality, the connotation of moral education should be defined as "education that points to the cultivation of human virtues", and moral education is the soul of school education. As we all know, modern school education is based on the shaping of a person's complete life and the cultivation of a sound personality, and moral education constitutes a decisive factor that leads, condenses and supports the growth of the whole life and then obtains a happy life. Without the growth of virtue, the development of other parts of cognitive life will be limited. It can be seen that recognizing the integrity of life in education stipulates the control of moral education. In fact, moral education in a dominant state must be carried out through infiltration rather than relying on independent time and space. In fact, as Delobez and Nisski thought, morality is not an independent social phenomenon. It is everywhere and invades every aspect of social life. Therefore, the real moral education can only be completed through various complicated infiltration methods, and the resulting influence will eventually become the inherent quality of people.
Since the 1960s and 1970s, people have put forward the idea of "unschooling" while reflecting on the limitations of "institutionalized education" on people's all-round development. In response to this trend of thought, UNESCO believes that the function of schools cannot be abolished and the younger generation cannot refuse school education. In 200 1 year, the Education Department of Hong Kong clearly stated that "school is the cradle of social development" and once again acknowledged that school education plays an irreplaceable role in the development of young people. Therefore, only people with perfect school education can adapt to the future society and constantly create new lifestyles.
Fundamentally speaking, moral education in schools is for the development of people. Moral education is a developing cause, which focuses on human development, students' development and students' all-round development. School moral education is people-oriented and develops people by creating a humanized, relaxed, healthy and kind environment. A survey in a kindergarten in Shanghai shows that many children who have just been admitted to the hospital are afraid of too many moral rules and ask to go home. In fact, if the result of moral education is to make the educated fear morality, then it just goes against the original intention of moral education and becomes anti-moral education. Because the fundamental purpose of morality is to respect life, the natural law of life growth and the normal needs of people. Therefore, moral education needs to adapt to the purpose of human development. If so, I believe that moral education will be closely related to human life, so it must be lovely and attractive.
When transmitting positive values and cultivating good habits and attitudes, the school's moral education goal once took a detour. For example, in the United States, in order to break through the traditional so-called "virtue bag" moral education model, people once thought that the core of moral education was to develop students' moral judgment ability and let them learn to make independent value choices in multi-culture, without explicitly proposing to convey some positive value. This is theoretically supported by Piaget genetic epistemology and Kohlberg's moral cognitive development theory. However, after just one or two years of practice, some scholars began to reflect on this moral education model.
With the development of the times, music education plays an increasingly important role in quality education. Our task is to train high-quality successors across the century. Through music lessons, students can develop morally, intellectually, physically and aesthetically. I take the following measures in music education to carry out quality education from beginning to end:
First, always put patriotism, love for the party and love for socialism in a prominent position in music education, and improve students' ideological quality. For example, when I was enjoying the Song of Resistance Against the Enemy composed by Huang Zi in class, I introduced the "August 13th" incident in which soldiers and civilians in War of Resistance against Japanese Aggression and Shanghai fought against Japan and the "Nanjing Massacre" massacre created by Japanese aggressors, aiming at arousing their hatred of Japanese aggressors and their patriotic enthusiasm. Taking the first music textbook in junior high school as an example, students are educated to love the party, the motherland and socialism by learning to sing songs such as the national anthem, the internationale and the seven-color song. Taking the fifth volume of junior high school textbook as an example, we can cultivate students' national consciousness and patriotic enthusiasm by appreciating volta river (selected from the symphony suite My Motherland), the Fifth Symphony of Destiny and studying Wu Shepherd.
Second, adhere to the infiltration of moral education and strengthen the effect of artistic edification. Through educational practice, I realize that we should teach students in accordance with their aptitude and step by step. For example, in the classroom, I pay special attention to the entertaining function of music lessons, give full play to students' status as masters, make the classroom atmosphere lively and let students learn knowledge easily, which not only reduces students' curriculum burden, but also improves students' artistic accomplishment.
Thirdly, according to the teaching content and structure, we should emphasize the cultivation of quality, get rid of the traditional simple singing and simple music theory knowledge and technology training, and emphasize the inclusiveness of singing, appreciating and playing knowledge, music stories, creation and practice. Introducing instrumental music into the classroom enhances students' sense of participation and improves their musical quality. Especially through the characteristics of music classes, students are all only children, which inevitably leads to loneliness and lack of collective spirit. Through chorus, chorus and lead singer in music education, we can exercise team spirit and collective sense of honor and learn to cooperate and tolerate. For example, the chorus sometimes gives way to the main voice, and the first voice is not necessarily the main voice. Such exercises are necessary for students.
Fourthly, judging from the requirements of quality education, I think there are still some shortcomings in our music education. For example, almost all students are only children at present. Due to various reasons, they will inevitably have some feminine, selfish and poor labor concepts. However, there are relatively few songs in our textbooks about collectivism, love of labor, propaganda of unity and mutual assistance, helping the needy and bravely shouldering heavy burdens. Therefore, I consciously choose some contents in this area to supplement my extracurricular and classroom activities, and carry out quality education for students from the ideological and moral aspects.
The above is my superficial experience in implementing quality education in music teaching in recent years. I hope teachers can criticize and correct me.