The History and Present Situation of Primary Education

The 20 years since the Third Plenary Session of the Eleventh Central Committee of the Communist Party of China are 20 years of political and economic system reform and 20 years of school moral education reform and development. This text

From the perspective of analyzing the current situation and trend of moral education, this paper focuses on the scientificity and standardization of moral education, traces the track of moral education reform, and discusses moral education.

The main clues and practical trends of educational reform are expected to inspire and help educators.

First, the development of moral education in primary and secondary schools

Since the reform and opening up, school moral education has generally experienced the following stages of development:

(1) The first stage: from the Third Plenary Session of the Eleventh Central Committee to 1986. This is a period of bringing order out of chaos, emphasizing red majors and mainly solving problems.

This is a question of moral education.

At this stage, while stopping the ten-year educational turmoil, restoring and establishing a good educational order, and paying close attention to the study of scientific and cultural knowledge, schools were emphasized.

Moral education should not only pay attention to the political nature of moral education, but also pay attention to the implementation of political and ideological work in professional work, so as to be both red and professional; Reaffirming moral, intellectual and physical integrity

Development-oriented education policy; Strengthen the macro management of school moral education. The most important educational event in this period was the resumption of the college entrance examination, which ended the class struggle with Israel.

On the basis of profound reflection, school moral education began to get rid of the broad political bondage. However, this order

There are still many problems in Duan, such as simple moral education method and adult moral education content.

(2) The second stage: 1986 to 1992. This is a period of establishing systems and exploring norms.

During this period, China began to change from a planned economy to a market economy, and school moral education was severely impacted by two aspects: on the one hand, society.

The unhealthy trend in the world has shaken the management of school moral education and weakened the strength of moral education team; On the other hand, the liberalization and worship of the bourgeoisie invaded by the West.

Gold doctrine and hedonism have shaken our traditional beliefs and values. The problem of "one hand hard and one hand soft" in the construction of social material civilization and spiritual civilization

The direct reflection of the topic in the field of education is to attach importance to intellectual education and moral education. The macro and micro background conditions are undergoing profound historical changes, and school moral education

There is a problem of "not in place" in the work. "The old method can't work, the new method can't work", "It's very important to say it, but it's secondary to do it, so don't be busy",

The problem of attaching importance to wisdom over morality and exam-oriented education has become more and more serious, which has formed a tendency that school education ignores ideological and political education and moral quality education, and moral education has become a success.

The weak link in working for the school. Many schools are in contradiction and hesitation, and the voice of establishing systems and formulating norms to ensure moral education in place is getting higher and higher.

A large number of moral education series experiments have been carried out. 1988 the Central Committee of the Communist Party of China formulated and promulgated the central decision on reforming and strengthening moral education in primary and secondary schools.

The notice established the principal responsibility system for school moral education for the first time, and the State Education Commission promulgated the Outline of Moral Education for Middle Schools and the Outline of Moral Education for Primary Schools.

It puts forward clear and systematic requirements for the direction, content and management of school moral education, ending the situation that there is no guide and no simple clothes in school moral education for 40 years.

Judging from the situation of social adult movement. These documents are very important for promoting the overall reform of moral education in primary and secondary schools and further strengthening the management of moral education in primary and secondary schools.

The scientific, standardized and institutionalized moral education in primary and secondary schools has played a positive guiding role.

(c) The third stage: after 1992, we will enter the period of building a modern school moral education system.

During this period, according to the new situation, the CPC Central Committee further formulated and issued the Central Committee's Proposal on Further Strengthening and Improving Moral Education in Primary and Secondary Schools.

See "and" Outline of Patriotism Education ". The social background and internal requirements of school moral education are basically clear. The construction of socialist market economy has a great influence on spiritual civilization.

The strong demand for construction, the urgent desire of the broad masses for spiritual civilization and the high sense of responsibility of educators make the reform of moral education in schools imperative.

On the basis of more than ten years' experience and lessons, we started a systematic exploration from macro background to educational management and then to teaching process, and achieved results.

Many valuable experiences and research results have been obtained. These experiences run in and interact with each other, and gradually form the discipline theory of school moral education.

Management norms and educational content and method system.

During this period, some basic problems appeared in school moral education, such as the unscientific and random content of moral education and the lack of moral education objectives.

Gender, grade, lack of planning in moral education activities, "productism in primary schools, socialism in middle schools and codes of conduct in universities" and other issues.

The phenomenon of moral education has aroused the general concern of experts, scholars and educators, and then put forward hierarchical, targeted and systematic moral education through research.

A series of countermeasures and practical measures such as sex, planning and science.

Second, the basic situation of moral education in primary and secondary schools

Since the reform and opening up, the internal and external environment of school moral education has undergone profound changes. On the whole, the mainstream of students' ideological and moral values has always been

Ok, it can also be said that education is the best industry for the construction of socialist spiritual civilization in China, and schools are the best departments for moral education in the whole social system.

. However, under the new situation, the construction of socialist material civilization and spiritual civilization has put forward new and higher requirements for education, and a new pattern has emerged in moral education in primary and secondary schools.

It has not really been established, and it will take time to establish a relatively perfect modern moral education system in primary and secondary schools.

(A) on the understanding and management of moral education

Since the reform and opening up, people have generally recognized the importance, position and task of school moral education, but there are also society, families and schools.

Understand the phenomenon of asynchronism and inconsistency.

In recent ten years, many schools and local party and government departments have realized the necessity of comprehensive management of school moral education, and have carried out community, family and school.

We have done a lot of exploration and gained rich experience, but due to the lack of understanding of uncontrollable factors in the market economy and society, comprehensive management has not been formed.

Mechanism and norms of management. People have not fully estimated the trend that social and family factors play an increasingly important role in the formation of students' ideological and moral character, which leads to

Resulting in uncoordinated or improper coordination among society, family education and school education.

Since the reform and opening up, the idea of teaching as the center has been firmly established in primary and secondary schools, but the construction of moral education in schools has had a great impact on the purpose and motivation of teaching work.

The significance of force has not been recognized by more people. Some schools also mistakenly believe that moral education in schools will be lost if teaching work goes up and grades go up.

Blame. There is no great difference in the importance of school moral education, but how to unify the whole society's understanding of school moral education is the focus of the state and education.

Big problem.

From the internal management of schools, most schools attach great importance to moral education, emphasizing the planning of moral education, ensuring the time of moral education activities and making it clear.

All kinds of responsibilities and so on. These measures have played a great role in keeping the position of moral education, resisting the impact of countercurrent and preventing the school from "pollution". However, schools

An effective management system of moral education principals' responsibility system has not yet been formed, with principals in charge, class teachers as the backbone, all teachers participating and party groups organizing.

The extremely cooperative moral education system is not perfect, and the moral education work of party branches, teams, trade unions, political and educational departments, guidance offices, grade groups, teaching and research groups and classes is not perfect.

This relationship has not yet formed effective norms and practices. Moral education in most schools is everyone's responsibility. In fact, the head teacher is responsible for all aspects. exist

In the process of transition from exam-oriented education to quality education, how to combine teaching and moral education well needs in-depth study.

(B) on the content and methods of moral education

Since the reform and opening up, the content of school moral education has become more and more abundant. From the perspective of moral education, psychological quality education, moral quality education and ideological and political education

Education, daily behavior standard education, etc. It has become a field involved in school moral education; From the specific content, traditional virtue education, national conditions education and "five loves" education.

Education, current affairs and politics education, ideal education, collectivism education, socialism education, law and discipline education, world outlook, outlook on life and values education, etc.

More than 30 items have entered school moral education. Rich moral education content has laid the foundation for the modernization of school moral education in China. At present, how to integrate is extremely extensive.

It is an urgent problem to promote the curriculum of school moral education.

At the same time, rich in content and flexible in methods, a large number of democratic, practical and lively educational methods have emerged, which has produced a great deal.

Rich experience. However, for a long time, moral education has put too much emphasis on ideological transformation, one-sided emphasis on the indoctrination of "convincing people with reason" and neglected the application of "persuasion"

"The internal needs and mechanisms to stimulate students' moral self-improvement often combine students' moral education requirements with their self-needs for moral development.

Oppose each other in mechanism. Therefore, most parents and teachers are better at "managing" and "irrigation" than "releasing" and "guiding". So, how to put the spirit

How teachers get used to the systematization and routinization of various moral education methods is a very realistic problem.

(C) on the ideological and moral status of students

Generally speaking, the mainstream of students' ideology and morality is good. I love my motherland, study, have ideals, keep discipline, unite my classmates and respect my teachers.

Excellent quality and basic characteristics of primary and secondary school students. However, in modern society, especially in the process of qualitative change of economic system, primary and secondary school students have

There are more opportunities to hear and hear, and there are more possibilities to accept uncontrollable strong stimuli. The dual effects of market economy have played a role in it.

What is more obvious is that they are concerned about state affairs politically, but they lack the enthusiasm to understand and participate in political activities; They are active in thinking, strong in self-awareness and strong.

There is a strong demand for independence, but the school has a rebellious attitude towards Marxism-Leninism world outlook education, asking the society and others to provide more conditions for it, but it is lacking.

Lack of social responsibility; Their physical maturity and ability development precede their psychological development and social maturity, but they are blindly confident and only know things horizontally.

Comparison, not vertical analysis, poor self-discipline and poor standardization in handling things. These contradictions make a considerable number of teenagers (about 20%) have mental health problems.

There are often problems, inexplicable irritability, fluctuation, depression, fanaticism and so on. Under the background of "double effect", "it is easy to learn bad, but difficult to learn well" leads to

This paper analyzes some common weaknesses of primary and secondary school students: hard-working, thrift, weak labor concept, poor self-care and self-control, and facing difficulties squarely.

Lack of ability to overcome difficulties, lack of sense of justice to fight against bad guys and bad things, etc. These defects have become a difficult problem that must be solved in school moral education.

Third, the development trend of moral education reform

In recent years, around the construction of a new moral education system under the new situation, educators have carried out a series of explorations and studies, and achieved many results.

The following research results and understanding have become the main development direction of moral education reform in primary and secondary schools.

(A) the development trend of moral education management

1. Socialization of organizational forms of moral education. An important reason why moral education in our primary and secondary schools was not satisfactory a few years ago was the mutual environment.

There is not enough coordination among schools, families and society, and there is no suitable organizational form and work experience, which has not formed a huge joint force. Germany in recent years

The research and practice of education tell people that to achieve the best effect of moral education in primary and secondary schools, it is not enough to rely solely on the unilateral moral education management in schools, but to implement it in the whole society.

Directional comprehensive management. All walks of life, inside and outside the school, the family and the government should have the responsibility to make joint efforts to train young people into people with ideals and morality.

Educated and trained socialist builders and successors. At present, many schools are trying this way. Shanghai Municipal Government actively cooperates with the society.

Through the establishment of the school moral community education committee, scribing governance, ensure the school to the district, and clarify the responsibilities, tasks, objectives, division of labor and other issues of community education.

It was implemented step by step and achieved good results. Zhifu District of Yantai City began to build a "one subject and two wings" community education model in the mid-1980s.

Type, this model is based on the school, society and family cooperate closely, and moral education is the center to carry out * * * construction, * * management and * * * education activities, thus optimizing moral education.

The environment has greatly enhanced the effect of school moral education. This community education mode combining school, family and society has been accepted by more and more people.

Understand and put into practice. However, on the whole, a large-scale real community education network in China has not yet formed, and the party and government, workers, young women,

Cultural propaganda and other departments responsible for spiritual civilization construction have not really established a moral education operation mechanism.

2. The internal moral education management in the school has developed from the party branch as the core and team organization activities to the principal responsibility system and team cooperation with the head teacher as the backbone.

All teachers are involved in the class, focusing on class activities. In the past, moral education in primary and secondary schools in China mainly relied on the overall management of party organizations. Certificate of moral education practice in

Ming, this practice of directly moving social model into primary and secondary schools does not conform to the characteristics of school work and the development law of primary and secondary school students, and the effect is not satisfactory. In recent years

Over the years, the principal responsibility system has gradually become the main system of primary and secondary school management. Moral education in schools, whether managed by party groups or principals, should be based on

Rely on the head teacher and teachers to implement the class. Because teachers and students are the whole participants and subjects in the teaching process, the interaction time between them

Teachers know students' ideological and moral conditions best.

The clearest, so the work is the most timely, targeted, infectious and convincing. Class is the basic menu for schools to implement education and teaching.

Positions, classrooms and teaching processes should naturally become the main positions of moral education. Moral education in primary and secondary schools is the principal's responsibility, and there are more systems of party-group cooperation.

Reasonable. The experience of organizing teaching activities centered on the head teacher in Tianjin No.1 Middle School and the class teaching meeting in Laiyang No.1 Middle School in Yantai City shows that the principal is responsible for the head teacher.

Moral education management with the participation of all teachers as the backbone should be the main direction of moral education development in primary and secondary schools.

(B) the development trend of moral education goals in primary and secondary schools

The goal of moral education in primary and secondary schools has changed from a single high requirement in the past to a basic requirement and higher requirement for phased and hierarchical implementation. After the establishment of People's Republic of China (PRC), with

Social class struggle and ideological reform movement, school moral education is highly politicized and adult, and the goal of moral education does not depend on grade and age, starting from children.

From primary school to middle school and university, it is necessary to train successors of capitalism, and all of them require political firmness and selflessness. With the continuous development of reform and opening up,

Comrade Deng Xiaoping first put forward the simple requirement of cultivating new people with "four haves".1In mid-988, the Central Committee of the Communist Party of China issued the Opinions on Reforming and Strengthening Moral Education in Primary and Secondary Schools.

Notice, clearly pointed out that it is necessary to "determine the tasks and contents of moral education in primary and secondary schools realistically" and put forward "the basics of moral education in primary and secondary schools"

The task is to train all students to be patriotic and law-abiding, with social morality and civilized behavior habits. On this basis, guide

They gradually establish a scientific outlook on life and the world, and constantly improve their socialist ideological consciousness, so that the outstanding elements among them will grow up in the future.

* * * the proletariat ". This notice clearly pointed out that the basic requirement of moral education in primary and secondary schools in China is to cultivate qualified citizens in order to cultivate socialism.

This class demands more. In the same year, the State Education Commission formulated and promulgated the Outline of Moral Education in Primary Schools and the Outline of Moral Education in Middle Schools, which clearly set out the objectives of moral education in primary schools.

The goal is to lay a preliminary ideological and moral foundation for cultivating socialist citizens, and the goal of moral education in middle schools is to cultivate students into "four haves" socialist citizens.

In recent ten years, many regions and schools have formulated specific moral education goals for study period, school year and even semester according to the idea of phased and hierarchical goals.

It becomes the target series and the corresponding moral education evaluation standard.

(C) the development trend of implementing moral education content

Curriculum of moral education content is the main trend of the development of moral education content in schools. With the further clarification of the goal of school moral education, school moral education

Gradually realize comprehensive, systematic and concrete. School moral education is different from intellectual education, physical education and aesthetic education, and it must fully consider the sociality of education and

Realistic and effective educational content must be related to the specific background of society, region and even school. This can easily lead to the broadness and lack of school moral education.

Order. Schools can usually carry out a large number of moral education activities based on reality and concrete reality, although most of these activities are conducive to improving students' moral character.

Although the quality of education is important, it is comprehensive and systematic, which is necessary for the all-round development of students, and lacks the educational laws in quantity and quality.

Qualitative analysis will inevitably lead to the blindness of moral education. The fundamental way to overcome blindness and clarify stipulation is to formulate moral education curriculum, so that the target content of moral education,

Plans and methods become the norms of teachers' conscious operation. Many countries in the world have clearly defined the training items, time and time of moral education in the form of courses.

Rules and subject courses are different in regulation and implementation, and also have clear objectives and relatively unified educational requirements, but

There is relative selectivity in content and method. At present, the moral education curriculum in Chinese schools is also this trend.

(D) the development trend of moral education methods

From attaching importance to theoretical indoctrination and reasoning education to emphasizing cultivation and practice. For a long time, China's traditional moral education has emphasized sex over individuality and others.

The law does not pay much attention to self-discipline, attaches importance to external factors rather than internal factors, attaches importance to indoctrination rather than cultivation, attaches importance to theory rather than practice, unilaterally emphasizes restriction, prevention and transformation, and neglects guidance, edification and shaping.

Creative tendency leads to one-sidedness, irrationality of target structure and incompleteness of moral education function. A few years ago, school moral education overemphasized political achievements.

You can even replace the cognitive function, emotional function and aesthetic function of moral education with political function, and exclude the function of moral education to promote and improve people's own development, because

For a long time, the status of school moral education has been greatly reduced, which has seriously affected the effect of moral education. The practice of moral education tells people that moral quality education can only

According to students' physiological and psychological characteristics and their level of understanding of morality, we can really improve by following the laws of people's physical and mental development and the formation and development of ideology and morality.

Enhance the effectiveness of moral education. In recent years, under the guidance of scientific education thought, people have carried out a lot of reforms on moral education methods according to the laws of school moral education.

Exploration, the main performance of results

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