How to distinguish the similarities and differences between morality and life, morality and social curriculum objectives?

First, persistence is proved to be correct by practice; Second, adhere to the theoretical feasibility; Third, shortcomings should be filled and incorrect ones should be corrected. "Love parents and respect elders" is changed to "respect parents and respect elders", and the revised target requirements are more in line with the actual life of junior students and the norms of language expression. Love is an important dimension of moral emotion, and cultivating caring for children is an important content of moral and life course. Because only caring children can love life, learn to care and learn to be human. This goal follows the characteristics of children's psychological development, from shallow to deep, step by step, and gradually sublimate the feelings of love. From loving relatives and respecting elders to loving collectives, from loving collectives to loving hometown, from loving hometown to loving motherland. In the experimental draft, "love science" was changed to "love labor". Adjusting "developing good working habits" in the experimental draft "Behavior and Habits" to "loving labor" in the revised draft "Emotion and Attitude" reflects the importance of cultivating students' emotion and consciousness of loving labor from an early age. Change "self-confidence, honesty and progress" to "self-confidence, honesty, courage and responsibility". With the goal of "like to use your hands and brains and be willing to explore", it is a supplementary content. This goal focuses on stimulating children's desire to explore, so that they have an interest in exploring problems in life from an early age, explore in happiness, work hard, use their brains, try to solve problems by themselves, add color and interest to life, fully display and enhance their wisdom in the process, and enjoy the happiness brought by creation. Compared with the experimental draft, the learning requirements have been adjusted and the difficulty has increased. For example, adjusting "initial training" to "cultivation" shows that the curriculum attaches importance to the lower grades, which is the key period for children to develop good behavior habits. To some extent, education is to form good habits. Changing "work and rest habits" into "hygiene habits" and emphasizing "developing good living and hygiene habits" are not only in line with the age characteristics of students in lower grades of primary schools, but also very important. Whether they have good living and hygiene habits has a very important influence on their future life and study. If you can't show good living habits and hygiene habits when interacting with people, you will easily feel frustrated that you are incompatible with the environment and people, which is not only bad for your health, but also affects your personality development. Change "developing basic civilized behavior and observing discipline" to "developing civilized behavior habits", because "developing … behavior" is not smooth enough, and "observing discipline" has been included in civilized behavior habits. This goal focuses on cultivating children's basic civic moral quality. The overall goal of "Morality and Life" is: "to cultivate children with good moral character and behavior habits, who are willing to explore and love life." As can be seen from the overall goal, the curriculum starts from the children's life, not letting them go, but treating children as developing people and actively guiding them according to certain goals, so that children can continue to develop and improve under the guidance of education and constantly enhance their own value. The overall goal of Morality and Society is to "promote the formation of students' good moral character and social development, and lay a foundation for students to know, participate and adapt to society and become qualified socialist citizens with love, responsibility, good behavior habits and personality." "It shows the humanity and orientation of the course. Moral education is a kind of value education. In a society with diversified values, we should guide children to make correct and reasonable choices among diversified values, and it is by no means a one-sided relativism of "doing everything" and "allowing everything". Positive and correct value guidance must be based on the understanding of the society's needs for individual development, and at the same time, it must be based on the concern for the expectations and wishes of today's children's inner world. " Morality and Life and Morality and Society have many similarities, but there are also many differences, which are analyzed from the following aspects. Let's talk about their similarities first: both courses are offered in the lower grades of primary school. An activity-based comprehensive course based on children's life and aiming at cultivating children with good moral character, willingness to explore and love life. Guiding students to love life, participate in society and learn to be human is the core of these two courses. The difference between them is that Morality and Life focuses on cultivating children with good moral character and behavior habits, who are willing to explore and love life. The course "Morality and Society" aims to promote the formation of children's good moral character and social development, and lay a foundation for children to understand society, participate in society on an equal footing, adapt to society, and become disabled and promising socialist citizens with love, responsibility, good behavior habits and personality. The sub-goals of morality and life are: emotion and attitude, behavior and habit, knowledge and emotion and attitude, behavior and habit, emotion and attitude skills, process and method skills, process and method. Educate students to love their parents, respect their elders, love the collective, love their hometown and love their motherland; Cherish life, love nature and science; Initially develop good living and working habits, develop basic civilized behavior and observe discipline; Protect the environment and cherish resources; Master the basic knowledge and labor skills needed for your life; Try to explore in different ways. The sub-goal of morality and society is: emotion? 6? 1 yes? 6? 1 attitude? 6? 1 values; Ability and emotion? 6? 1 yes? 6? 1 attitude? 6? 1 values; Emotion; Knowledge. Pay attention to cultivating students: cherish life and love life. Cultivate self-esteem, self-confidence and self-knowledge. Strong, independent, love of science, love of labor, thrift attitude; Optimistic, tenacious, determined to become a success; Cultivate the qualities of civility, courtesy, honesty and trustworthiness, love for the collective, unity and cooperation, and responsible life. Love the motherland and cherish history and cultural traditions. Respect the cultural differences of different countries and people, and initially have an open international consciousness. Care for yourself, know yourself, and master the basic skills of self-care and self-help. Develop good living habits and behavior habits. I think the content of "Morality and Life" reflects the basic common sense of people's life and is necessary for people to enter life, so it is suitable for lower grades. The content of Morality and Society is wider than that of Morality and Life, which is the minimum accumulation of social knowledge that people need to step into society from basic life, so it is more suitable for middle and senior grades. Different levels, moral character and life emphasize tempering yourself in life; The latter emphasizes feeling the society and serving the society. The former is the foundation and the latter is the improvement. Looking at the classroom teaching of moral education in primary schools, we find that some teachers often have the following problems when designing the teaching objectives of moral education: (1) There is no total score. Some teachers only design a general teaching goal when designing a text teaching goal. What's more, this teaching goal is also applied from teaching reference books and does not reflect the class goal of placement. (2) free students. Some teachers' teaching objectives are divorced from the characteristics of class students, and they have not analyzed the current situation of students' moral quality and investigated their knowledge structure and ability level. When designing moral education teaching objectives, it is completely subjective, which leads to the determination of teaching objectives divorced from students' reality; (3) Deviation from the curriculum standards. In the process of reviewing teachers' lesson preparation notes or attending classes at random, we find that some teachers, as part-time teachers, pay attention to the implementation of relevant knowledge in textbooks when setting lesson preparation goals, which highlights the teaching of knowledge content in class, but also encourages the teaching of relevant content to deviate from the requirements of curriculum standards. (1) Subject seawater desalination. Looking at our current primary education, it can be said that the banner of quality education is "floating in the wind" and the banner of exam-oriented education is "held high in the wind". Under the whip of exam-oriented education, both the administrative leaders of education and the teachers of moral education in primary schools (mostly Chinese teachers) have been shouting the slogan of "moral education first, educating people first", which resounds through every campus, but in the actual operation process, they regard some classes of moral education as teachers. (2) Weakening of curriculum standards. Due to the influence of teaching methods of examination subjects and teachers' ideological neglect of moral education, some teachers only complete moral education by task in the process of moral education teaching. It is no exaggeration to say that some teachers are not familiar with the curriculum standards of "Morality and Life" and "Morality and Society", let alone delve into the curriculum standards and teaching materials, which directly affects the effect of classroom teaching. (3) Lack of evaluation system. Since teachers' performance pay has been paid, educational administrative leaders in some places have always included the written test scores of Chinese, mathematics and English in the assessment of "teaching quality" in order to assess teachers. It can be said that some schools have not yet worked out an evaluation system suitable for moral and life, moral and social subjects, which provides loopholes for teachers to perfunctory moral teaching in primary schools, thus leading to a bad tendency of inaccurate teaching objectives.