What problems should be paid attention to in the implementation of moral part teaching in ideological and moral courses

First of all, teachers should improve their moral quality and emphasize setting an example. Teachers are one of the groups that have the closest contact with students, and they are also the objects that students trust and imitate. Therefore, teachers' moral literacy and moral behavior will directly affect students' moral understanding and behavior. It will also affect the effect of our ideological and moral education. For example, we often educate students to care for the environment, not to litter, not to spit, and not to cheat in integrity exams. However, many of our teachers can't do it themselves after class: some spit, some litter, some cheat in advanced exams, and some turn a blind eye to running water. What will be the moral education effect of our ideological and moral course?

Second: Experiential teaching of moral education is far more effective than empty preaching. According to the three stages of experiential teaching: experience, feeling and reflection. Only when students experience things personally can they feel more deeply. Under the guidance and guidance of the teacher, under the cooperation and exchange with classmates, after their own "rumination", they will feel something and have something to say. For example, when we educate students to sharpen their strong will, if we can get out of the classroom and participate in some activities with certain intensity: zipper, labor, sports competitions and so on. Then under the guidance of the teacher, our teaching effect is self-evident.

Third: Morality is not abstract, but concrete. Our moral education for students should not only guide students to understand what it is. Why? More importantly, teach students how to do it. This is also the foothold of our moral education. For example, when we educate students to be intelligent and meaningful middle school students, we can make great efforts to set different situations for students, guide students to cooperate and explore how to do it. Only when moral education comes from life and returns to life will students understand that ideological and moral education is not empty preaching, but is helpful to their life, study and growth.