Let minors’ ideological and moral education occur naturally through experience

Teacher Sun Min, the core editor of the textbooks compiled by the primary school’s Morality and Rule of Law Department, believes that at the primary school level, ideological and political education must return to children’s lives and guide students to reflect on their own lives in specific life situations and life events. The most effective way is not just preaching, but developing good habits through real activities and showing good moral character in real activities. Therefore, an effective moral education model is not a traditional moral preaching, nor is it a case study far away from life, nor is it an empty teaching based on textbooks, but it is to lead students back to life, in the process of personal practice, personal experience, and personal feelings. , truly construct your own moral cognition, moral emotions, and moral behavior. The purpose of education by British educator Whitehead PDF01 Only through experience can students\’ true rather than superficial moral cognition be constructed. In recent years, in order to prevent students from drowning incidents, schools have adopted the \”Prevent Drowning Tragedy from Happening\” primary school ethics and rule of law. Special teaching was carried out with the local curriculum \”Safety Education\”, special publicity was carried out through class team activities, and joint management was also carried out through the \”Home-School Connect\” platform, and the last safety line of river patrol prevention and control in rural communities was provided. But facts have proven that these educational effects have had little effect. How to help students correctly assess the risk of drowning and stay away from danger? \”Although it is a virtual experience, it is too real and makes me really scared. I will never go into the water privately again.\” This is the VR anti-drowning experience project introduced by Yangzizhou School as a new anti-drowning teaching method, using virtual technology and based on real cases. The answer given by a junior high school student after simulating a drowning scene in outdoor water swimming. Coincidentally, Linyi Youth Demonstration Comprehensive Practice Base introduced anti-drowning experience devices, allowing students to fall into the water within a safe and controllable range and immerse themselves in the experience of drowning and self-rescue. They also had the same answer. The author believes that both the \”VR anti-drowning experience project\” and the \”anti-drowning experience device\” are striving to restore and create a more realistic learning field, hoping to trigger physical feelings and experiences through students\’ participation in embodied activities. thereby obtaining logical cognition. 02 Only through experience can students’ lasting rather than short-lived moral behavior be generated. In the book “Redefining School”, Principal Li Xigui talked about a phenomenon in which students in the first grade of junior high school “crowd in the elevator, threw away clothes, and \”No queues in the restaurant\” phenomenon, the second grade students hope that the principal can educate these little guys as soon as possible. However, Principal Li believes that using strict management methods to prevent them from queuing up in the elevator is a quick fix and ineffective because they will do it again as soon as they leave school. Therefore, Principal Li advocated letting them go through a period of life experience and slowly guide them to learn not to squeeze into the elevator, learn to queue up, and learn not to lose clothes. But this process will be very slow. If we are impatient, we will be very anxious, and we especially hope to use the traditional methods of the past to solve these problems, but that is not education. Because education without self-experience will not be effective. Real moral life is a valuable resource for moral education courses. When students study the \”Little Green Guardian\” unit, startExhibiting the \”Striving to Be a Little Green Guardian on Campus\” activity; when students study the \”Our Public Life\” unit, carrying out the \”Being a Practitioner of Public Morality\” activity, etc., are all leading students to return to real life and allowing them to practice in real life. Learn to live a better life through life experience. 03 Only through experience can students’ real rather than false moral emotions be stimulated. During the epidemic, fifth-grade students were learning the primary school ethics and rule of law lesson “Participating in Public Welfare” online. A teacher designed a real task— – \”I will do charity.\” The specific requirements are to first interview community epidemic prevention volunteers to understand their original intentions and specific work in participating in public welfare, then use their weekend time to volunteer for a day to feel the dedication of the volunteers, and finally summarize and sort out their gains and feelings. Write down your next steps. In fact, this teacher is very wise in education. By guiding students to complete the task chain, he not only knows the connotation and extension of public welfare, but also feels the power of public welfare (forming moral cognition). What is more valuable is that, Students have developed respect for epidemic prevention workers and volunteers (stimulating moral emotions), and many students choose to continue volunteering on weekends or holidays (leading moral behavior). Students go from not knowing or even understanding volunteers to having the willingness to actively participate in public welfare. This emotional burst of \”empathy and empathy\” is given by real experience. Once formed, it is unbreakable. The \”Compulsory Education Curriculum Plan (2022 Edition)\” proposes to strengthen subject practice, strengthen the connection between knowledge learning and students\’ experience, real life, and social practice, focus on the creation of real situations, and enhance students\’ understanding of the real world and solve real problems Ability. The primary school ethics and rule of law curriculum is based on the growing self. From self to nature, family, others, society, country and human civilization, the living field gradually expands. Therefore, students can only learn by doing, learn by using, Only by creating middle schools can moral education occur naturally through experience.