What are the problems of moral education pathway

Abstract: economic and social development, will put forward new requirements for school education and moral education, but also need to have a greater sense of mission and responsibility to grasp the moral education work, this paper analyzes the new and old problems encountered in the new normal of school education, especially moral education, summarizes and outlines the problems of the school in the system, the concept of the implementation of the organization and to make a series of causes and countermeasures to analyze.

One of the main problems

1, teachers and classroom teachers old and aging concepts, coupled with the evaluation mechanism is not sound and the implementation of the weak, fundamentally leading to the effect of moral education is difficult to show

Traditional concepts, moral education is the school's business, and at the same time, the importance of the wisdom of the traditional idea of the moral and the teachers to compete for the teaching achievements, as well as the six of their own school characteristics and status, resulting in many classroom teachers and subject teachers in the daily education and teaching, and the teacher's work in the school. The fact that the school has a lot of students in the classroom and the subject teachers only see (and can only see) the academic results in their daily teaching work, with little or no consideration for the students' "education for success and adulthood". Many classroom teachers do not realize that good or bad moral education has a great impact on the academic performance of the class. A class without good classroom style, classroom culture, classroom cohesion is unlikely to excel in academic performance.

At the same time, the school's evaluation mechanism or the implementation of the fact that the evaluation of the teaching results of the neglect of the effect of moral education is also a factor in the effect of moral education can not be highlighted.

2, the class teacher task is too heavy, time and energy is limited, the two sides of the trade-off, "to take the results, less moral education" is helpless

Schools have traditionally been the main subject teacher as a class teacher practice mainly from the teaching point of view, on the one hand, to ensure that the consistency of the teaching performance is excellent, on the other hand, also led to a weak moral education. Moral education work is weak. The main subject teachers have been teaching heavy, competitive pressure, less time, in the class results and subject results under the double pressure is more difficult to more take into account the effect of moral education, generally is to cope with the requirements of the school and higher units, it is difficult to have the patience to have a method from the ideological characteristics of junior high school students and the actual needs of the classroom teacher can do a better job and the effect of good moral education has a good effect on the classroom teacher is very little and is bound to pay huge sacrifices and The efforts.

3, the organization, the student council and the role of the class is not obvious

School committee and the student council in addition to the civilized class inspection, rarely play other roles. The committee, especially the student council is the school in addition to the classroom teacher group closest to the students, has a certain credibility and prestige and let the students have a sense of participation and sense of honor, if you can play its role well, pulling the students to participate in the interest of the initiative, the effect of moral education will be more beautiful.

The class group is a relatively stable and valued by the students' organization, the collective rules of the class, collective behavior, collective thinking, collective culture fully tapped and mobilized, and mentioned the same status as the class grade, should be able to better enhance the effect of moral education.

4, family education and school education is completely decoupled, did not form the moral education mode of home-school linkage

School education can never replace family education, and, although school education may be more than school education in time, but the actual impact of the actual impact of the family education may be lower than the family education. This is more prominent in the embodiment of the effect of moral education. Perhaps in the intellectual education of students school education to pay more and more influence, but from the enhancement of the effect of moral education, family education is likely to have a greater impact, therefore, pay attention to the role of family education, the formation of home-school linkage mode of moral education is essential.

In this regard, our school has done some work, but it is still very insufficient, in terms of the overall awareness of teachers, especially classroom teachers, is still far from enough.

5, moral education content and moral education in the form of traditional, old-fashioned, empty, can not keep pace with the times, the "three views" of education and reality (practice, the times) is seriously decoupled

Informationalization era of moral education in the school is faced with a significant new problem is that students are faced with a large amount of information, on the one hand, the amount of information to receive, on the other hand, facing the bombardment of not knowing how to distinguish and absorb the information. On the other hand, they do not know how to distinguish and absorb the bombardment, while the moral education of the school in the same period is still using the methods, thinking and forms of the 1980s and 1990s. For a long time, the phenomenon of "high, big and empty" formalism, "patriotism", "traditional virtues" and "student behavioral norms" have been adopted. "are used to "indoctrinate", empty didactic, not very effective.

Likewise, historical figures and events are living teaching materials for educating young people about collectivism, patriotism and traditional virtues. However, students mainly from books and film and television works to understand and recognize history, they do not have personal experience and experience, watching may be full of righteousness, but once back to reality, many phenomena and can not understand and accept. In addition, there are few vivid and touching role models to follow in life, so it is difficult to consolidate such feelings in a lasting way. In the actual educational work, this sense of distance has not been well resolved.

Junior high school students are the main stage of the rapid formation of the "three views", this period of time students have a lot of contradictions need to be resolved, if the use of more appropriate and new and reasonable ways and methods of moral education, the timely use of information technology and diversified modes will be more conducive to the enhancement of the effect of moral education.

6, ignoring the psychological characteristics of students, mental health education awareness is seriously backward

The psychological characteristics of junior high school students is the moral education process must be considered. Just as the physiological development of junior high school students in this stage has a unique, significant, rapid, irreversible characteristics, this stage of the psychological characteristics of students also has a uniqueness and irreversibility. This requires that we must respect the law of students' physical and mental development and change the school's concept of moral education and the way of moral education to adapt to it, rather than thinking about how to change it. Just as the sixth grade to the first year of elementary school girls will appear menarche, sixth grade to the first year of elementary school students in the psychology of a significant alienation period, for the physiological phenomenon of general teachers and parents know how to deal with, but for the psychological phenomenon of a lot of teachers and parents think that this is not normal, and think how to change it, think that the emergence of such a phenomenon is not necessary, not conducive to the development of interpersonal relationships between male and female students, and sometimes even think that it is not normal, and think how to change it. The development of interpersonal relationships, and sometimes even think that mental health education is to change these phenomena. I don't realize that these phenomena are only a very serious problem if they don't appear, just as serious as the absence of secondary sexual characteristics in adolescent boys and girls.

Likewise, students at this stage in the development of thinking is also unique, more advanced forms of thinking, such as dialectical thinking, abstract logical thinking, analytical and comprehensive thinking at this stage has not been fully developed, they only have a little bit of a lower level of judgment, induction, reasoning thinking. Many teachers do not understand these characteristics, in the process of moral education using a large number of abstract, dialectical, analytical and comprehensive thinking forms and methods to implement moral education, inevitably not like the students, the effect of moral education will be greatly reduced.

Therefore, to improve the effect of moral education, it is necessary to raise the awareness of all teachers, especially classroom teachers, mental health education, popularize mental health knowledge, familiar with the characteristics of mental health of students in schools, the assessment of students' mental ability and psychological quality, targeted, appropriate to the physical and mental development of students in the process of the problems encountered to be resolved to lay a good foundation for physical and mental health, in order to follow the cultivation of the right world view, life, and the right way of life, the right way of life, the right way of life, the right way of life, the right way of life. The first step is to make sure that they have a correct worldview, outlook on life, and values.

Second, countermeasures

1, cultivate teachers' awareness of moral education, teachers' sense of mission of moral education

To let teachers realize that moral education and intellectual education are closely related, inseparable, and mutually reinforcing.

To let teachers realize that school education is not learning education, children in addition to success but also adults.

To clearly understand that moral education is a long-term work, not overnight can be completed. Students are also changing as they grow older, so teachers should look at the progress of students in a discriminatory way and not be impatient. To give more love and more patience to the students, as long as we teachers can persevere in our efforts, sincerity, gold and stone, we will be able to see the rainbow after the rain.

2, improve the evaluation mechanism of moral education, increase the implementation of moral education

Improve the school's moral education evaluation mechanism, focusing on the enhancement of the effect of moral education, the effect of moral education to be rewarded and promotion of the class to be remarkable, improve the learning of the educational thinking, improve the status of moral education, and at the same time, increase the implementation of the measures to monitor the implementation of the moral education efforts, focus on the practical, light reticence.

Consideration can be given to improving the selection and appointment mechanism of classroom teachers, multi-faceted considerations, not only to reduce the burden of classroom teachers, but also to make full use of school teacher resources.

3, multi-integrated, knowledge and practice, with the times to promote the content and form of moral education change

Establishment of parents, schools, community linkage mechanism, multi-integrated to promote the implementation of moral education, pay attention to the parents of schools, Youth League Committee, the student council, the class group in the moral education of the main role.

Activity-led, knowledge and action, focusing on the cultivation of students' practical ability, in practice, so that the students' thinking and morals are improved.

Improving the content and form of moral education, exploring moral education methods suitable for the new era.

4, people-oriented, recognize the characteristics, timely and appropriate to improve teachers to cultivate students' physical and mental health awareness and methods

The difference in students' performance is not entirely the difference in ideology and morality, nor simply the difference in intelligence, a considerable part of the difference in mental ability and quality. On the one hand, teachers should improve their awareness and level of mental health education, and be able to integrate mental health education into classroom teaching, on the other hand, they should learn to find students' character problems (psychological problems) in time, and be able to use a variety of methods to deal with them, and at the same time, it is more necessary to take a variety of forms and means of fading the traces of ideological education, so that the students will accept the internalization of moral education unknowingly to achieve the ultimate goal of moral education.

References:

1. "Intellectual Moral Education and its Transcendence: A Study of the Dilemma of Modern Moral Education" by Gao Shengde, Educational Science Publishing House

2. "The Functional Theory of Moral Education" by Wang Shimin, Sun Yat-sen University Publishing House

3. "Moral Education and Classroom Teachers" by Chen Ruirui, Higher Education Publishing House, Book Distribution Department

(The author is a teacher of the Sixth Middle School of Chenzhou City) Yan Chunfeng)