Analysis on the implementation strategy of life moral education

Analysis on the implementation strategy of life moral education

Ignoring the needs of students' physical and mental development, blindly instilling moral knowledge into students by external coercion makes moral education farther and farther away from the daily life world as a source of meaning and value. The following is the research paper on the implementation strategy of life moral education that I collected for you, hoping to help you.

Abstract: The main reason for the inefficiency of moral education in colleges and universities is that moral education is divorced from the life practice of college students. Based on the present situation of moral education in colleges and universities, we should mainly start with moral education. Is the content true? Moral education? Is the form new? Moral education? The process is alive? Moral education? More means? And moral education? The surrounding environment has been purified? And other aspects to build a new concept of moral education in colleges and universities, so that moral education can return to life.

Keywords: colleges and universities; Life moral education; implementation strategy

For a long time, moral education in colleges and universities has been unable to get rid of the dilemma of inefficiency. The main reason for the inefficiency of moral education in colleges and universities is that moral education is divorced from college students' life practice. Based on the reflection and criticism that traditional moral education is far away from students' real life, with poor effectiveness and weak pertinence, and based on people's conscious pursuit of moral education in colleges and universities, moral education should be? Come back to life? Our educational concept has become the guiding ideology of moral education theory and practice, and it is an important direction of moral education development in the new century.

First, the drawbacks of traditional moral education

? Life moral education? It means that the original moral education deviated from the direction of life. The traditional view of moral education mistakenly understands school moral education as a static intellectual existence. Under the guidance of this wrong view of moral education, teachers must pay attention to the theoretical indoctrination of moral goals and moral norms, and students must pay attention to the rules and regulations of moral education knowledge. Moral education evaluation often forces students to rank their own moral character through seemingly objective and simple quantitative assessment. This kind of moral knowledge, which ignores the needs of students' physical and mental development, is instilled in students through external coercion, which makes moral education farther and farther away from the daily life world as a source of meaning and value. This has caused bad consequences. On the one hand, the annihilation of students' subjectivity leads to the cultivation of college students' moral behavior and moral emotion. On the other hand, it is divorced from the positive cultural content, making moral education a pure form and making the effectiveness of education not high. Furthermore, due to the strong influence of politics and ideology for a long time, moral education is completely subordinate to the needs of politics. The focus of moral education is mainly the education of political ideals, not the cultivation of moral quality. The content of moral education is high, large and empty, ignoring the cultivation of basic national civilization, living habits and moral sentiments.

Second, life is the basis and purpose of moral education.

1. Moral education comes from the needs of social life.

Moral education is to cultivate moral people needed by social life. ? Morality comes from and coexists in social life. Isn't that what morality and society do? Two skins? [ 1]。 Morality originated from the most basic social productive labor of human beings. People form various relationships in productive labor, and also produce various contradictions and conflicts. In order to solve these contradictions, morality came into being. Morality comes from people's need for a better life and is an important part of social life. Through moral education and normative restraint, individuals should pay attention to their own conduct, constantly adjust the relationship between society and individuals, and make people's behavior gradually follow? Really? Where to? Should it be? Transformation. Building a harmonious socialist society requires the national spirit with patriotism as the core, the spirit of the times with reform and innovation as the core and the spiritual support of the socialist concept of honor and disgrace. The moral norms, rules and social knowledge we learn all come from life, and ideological and moral education should be life-oriented.

2. Life contains rich educational value and significance.

? Life is education? It is the essence of Tao Xingzhi's educational thought, and the feeling and experience of life is the basis of ideological and moral formation. Life is sensible and real, and the life world contains positive and rich cultural content, correct public opinion orientation and typical examples of truth, goodness and beauty, which gives people infection and enlightenment. People think and feel about what they see and hear in real life, and gradually form the ability of moral judgment. Only moral education based on life can help students truly understand the connotation of morality and the essence of life, establish ideals and beliefs about life, understand truth, goodness and beauty, and cultivate a sound personality. ? The essence of moral education is the quality education of personality, life and complete life? [2], moral education divorced from life can only be a rigid regulation and abstract principle, which can not arouse students' enthusiasm for learning and can not be recognized by students, so moral education can not achieve the goal of integrating knowledge with practice.

The ultimate goal of moral education is to make people live happier.

All moral norms are rooted in the needs of human nature. Moral education is the inherent need of college students' self-survival and self-development, not just the moral requirement of society. Feuerbach pointed out that life and happiness are the same thing. All pursuits, at least all sound pursuits, are the pursuit of happiness. ? [3] Moral education is to guide people to pursue happiness, enjoy happiness and live a truly moral and meaningful happy life. The cultivation and embodiment of people's moral character occurs in the situation of life, and the improvement of behavior can only occur effectively in life practice. This determines that the effect of moral education will eventually be seen in life practice. Through the study of life, we can guide and stimulate people's initiative and enthusiasm, and form the pursuit of truth, goodness and beauty. The formation of moral feelings, beliefs, corresponding behaviors and lifestyles is mainly based on life experiences and experiences, which all come from real life experiences. Through the continuous test, development and promotion of life, the relationship between individuals and others and society is becoming more and more perfect and harmonious, and noble style, rich and sincere life feelings are cultivated in harmonious interpersonal communication, forming a beautiful social experience. This is the source of human happiness and the ultimate goal of moral education.

In a word, life is the foundation of moral education, and moral education should be carried out in life and eventually return to life.

Third, the implementation strategy of life moral education in colleges and universities

The idea of life moral education is embodied in the moral education in colleges and universities, and the ultimate goal is to make all the measures of school moral education finally relate to students' lives and serve life practice. This is bound to build a life-oriented moral education model, strive to increase the attractiveness and appeal of school moral education, and enhance the pertinence and effectiveness of school moral education. Based on the present situation of moral education in colleges and universities, we can consider constructing new ideas of moral education from the following aspects.

1. Moral education? Is the content true?

The content material of moral education is an intermediary that integrates knowledge, interest and thought, connects students with life and guides students' life. In the past, the content of moral education was influenced by rationalism and instrumentalism, divorced from students' real life and physical and mental development, and emphasized moral cognition. The content focuses on ideological education, political education and legal education, and attaches importance to ideal education, but ignores the cultivation of students' emotions, attitudes and values, and ignores the cultivation of students' morality and good behavior habits. To a certain extent, this leads to students' aversion to moral education activities, which leads to students' unwillingness to internalize the contents of teaching materials, and even more unwilling to practice them.

Life is rich and colorful. In the choice of moral education content and materials, schools should tap fresh and real materials in life, base on the common basic problems in the process of students' growth, proceed from the reality of students' life, face the needs of students' future life and lifelong development, and integrate moral education, mental health, legal system and national education around the growing relationship between me, me and others, me and the collective, and the country and society, so as to make it have the characteristics of the times and life atmosphere. The purpose is to create conditions to develop college students' creativity, willpower, value judgment, affinity and independent personality by strengthening the connection with students' life, and to increase the intensity of moral cultivation. Only by learning from students' rich life practice and cultivating students with sensible and imitative materials can students be moved, moved and shocked, and finally benefit.

2. Moral education? Is the form new?

Returning to life, moral education can transcend individual virtue and guide individuals to pursue an ideal life through a kind and emotional form. The traditional way of learning is based on the objectivity, passivity and dependence of human beings, ignoring the initiative, initiative and independence of human beings. Teaching? Accept? Sex learning is the main feature, which greatly restricts the enthusiasm of students. Life moral education advocates and develops diversified learning forms, especially those of autonomy, inquiry, experience and cooperative practice. College students are regarded as the subject of moral education rather than the object of indoctrination, and moral education activities are one-sided by teachers? Teaching? Become a two-way teacher-student relationship * * * with cooperation * * * with discussion? Teacher guidance+student learning? Educational methods.

And around the issues that students care about, the school actively creates various opportunities for social life and systematically intervenes in the cultivation and formation of students' moral behavior. Such as organizing students to carry out in-depth social investigation and social practice activities such as community investigation, community service, work-study program, technical service, business practice and scientific experiment. So that students can effectively understand the theoretical knowledge of moral education through moral education practice and improve their moral taste.

3. Moral education? The process is alive?

The traditional moral education model ignores the practicality and interactive generation of morality, and does not respect the main role of students, making moral education become ideological preaching, normative indoctrination and behavioral constraints, and making the moral education process that should be lively and boring. In the process of education, we should always pay attention to the changes in social life. Starting from the reality of college students' study and life, starting from the issues that students are most concerned about, we should carry out educational activities in the language that students are most familiar with and in a way that students like to see and hear, so that students can experience and feel the perfect life in a relaxed and happy psychological state and get a mental state upgrade.

This first requires the establishment of a new democratic relationship between teachers and students. Teachers should abandon the psychology of respect, teachers and students should participate equally and discuss moral education together. Second, the school attaches importance to students' life guidance. ? Life guidance refers to helping students to do the following: 1) deepen personal understanding of themselves; 2) Give full play to your abilities and interests; 3) Fully adapt to various events in the whole environment; 4) Give full play to the ability of wise decision-making and independent problem solving; 5) Make your own unique contribution to society? [4]。 Life guidance can take the form of discussion, individual conversation and individual consultation, supplemented by newspapers, movies, television and online education.

4. Moral education? More evaluation methods?

What is the simplification and knowledge of traditional moral education evaluation methods for? Choose students suitable for education? Attach importance to the evaluation of students' learning results. Life moral education evaluation is based on developmental evaluation, which makes evaluation a process to promote students' learning, moral development and improvement. Because students' life practice and learning space are very different, it is naturally unreasonable to evaluate different students with the same standard. Only by adopting the life-oriented evaluation method in the process of moral education learning can we ensure relative justice, fairness and objectivity.

Specifically, it is to advocate the diversification of evaluation subjects and improve students' ability? Self-assessment Peer review? 、? Parents participate in the evaluation? And so on, strengthen the evaluation of students' moral education quality by schools, society and families; Diversified evaluation methods, comprehensive use of talks, descriptive evaluation, growth records, personal files, exams and other evaluation methods; The combination of formative evaluation and summative evaluation not only attaches importance to the evaluation of students' learning results, but also attaches importance to the evaluation of students' ideological and moral development process. This way of moral education evaluation enhances the multi-dimension, interactivity and fairness of moral education evaluation, so that students can get feedback in the evaluation, constantly correct their own shortcomings, carry forward their own advantages, and get all-round development in life and study. This developmental evaluation system, which tends to be dynamic, emphasizes the directional role of evaluation in students' growth, gradually cultivates students' positive, optimistic and confident psychological quality, and promotes the in-depth development of moral education.

5. Moral education? The surrounding environment has been purified?

As far as colleges and universities are concerned, the educational environment is the place and condition for the whole educational activities, and it is the sum of all objective phenomena around everyone living in the school. It includes both off-campus environment and on-campus environment. At present, optimizing the surrounding environment of the school is a vital part of optimizing the environment for educating people outside the school. If students like Internet cafes, it is because they need the online world and enjoy the fruits of human civilization and wisdom. We can't oppose them as scourges. We should start with purifying the network environment, seize the commanding heights of network education in schools and society, and make network facilities an important tool for students to obtain information, enjoy their body and mind, and grow their wisdom. The core of optimizing campus environment is to build a healthy university culture.

Healthy university culture has realistic and potential influence on students. The dominant cultural environment such as solemn flag-raising ceremony, campus network, blackboard newspaper, cultural corridor and placard is the nourishment for students' ideological and moral formation. Hidden spiritual pursuits such as school philosophy, school motto, school system and norms, teaching style and harmonious interpersonal relationship between teachers and students are the seeds of cultivating students' ideological and moral character. Colleges and universities should pay attention to creating a high-grade humanistic environment, which should be reflected in caring for students? Okay？ Give students life skills? Really? Cultivate students to be intellectuals who have a sense of responsibility to mankind, the country and society? Beautiful? Let students pursue a valuable and noble moral life.

References:

Lu Jie. Return to life [J]. Sure? Textbooks? Teaching Methods, 2003(9).

[2] Fu Dexin. Moral education? What role should teachers play? China Education News, June 4, 2004.

[3] Feuerbach. Selected Works of Feuerbach's Philosophy [M]. Beijing: Commercial Press, 1984.

[4] Education Research Association of Tsukuba University. Fundamentals of modern education [M]. Zhong Qiquan, translate it. Shanghai: Shanghai Education Press, 2003.

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