The first half of the year 2009, personal character and society teaching results reflect a significant shift in China's basic education curriculum reform. This new teaching concept for morality and society embarks on a path that emphasizes life, activity, independence, and emotion. It stresses the importance of students' behavior, outlook on life, world view, values, and political and ideological education within the process of change in the socialist market economy. The integration of moral education across various disciplines is highlighted, with primary school personal character and society courses being an important avenue for school moral education work and a major subject for students' ideological and moral education. Over the years, it has played a crucial role in cultivating students' good moral qualities and civilized behavior habits. To improve moral teaching, teachers must first raise their awareness and pay attention to thought, morality, and society. Morality and society represent an important manifestation of national importance in primary school moral education. Therefore, whether or not morality and society are given attention, and whether moral education is emphasized, are important prerequisites for achieving good results. The new teaching idea requires that teachers implement these concepts in actual teaching practice. This new teaching concept demands that teachers arouse students' emotions and ignite the spark of wisdom in students. Let the students want to learn, be willing to learn, and enjoy learning. The new teaching ideas require a vibrant classroom where students can speak freely, interact independently, and fully express their thoughts, feelings, understandings, doubts, and confusions. By improving knowledge and seriously considering thought, strengthening moral and social teaching, we can let morality and society touch children's worlds and affect their hearts. After nearly ten years of teaching, I have derived that passion and guidance are special concrete applications and demonstrations of the law of the teaching process for morality and society.
1. Realization: The truth is realized when students improve their moral cognition, internalize moral emotions and beliefs, form clear viewpoints, and preliminarily distinguish right from wrong, good from evil, beauty from ugliness. Teaching practice considers both positive and negative opinions and pays attention to four points: First, education must be present. The essence and internal requirements of the discipline should be fully tapped by teachers to enhance the effectiveness of education. Second, there must be scientific basis. Interest must be scientifically grounded; otherwise, for fun and interestingness, unhealthy places may become vulgar performances. Third, how to apply theory in practice. Whether posing questions, answering them, or referencing materials, they should start from the student's thought reality, knowledge, and experience, actually accomplishing a definite object in view. If starting from the students' actuality, not only helps students' ideological awareness but also develops students through bilateral teacher-student activities. Open-ended teaching without sending, teacher monologues, often result from this. Fourth, interest must be present. Being interesting is part of the children's psychological characteristics and Happy Teaching means and goals. Therefore, teachers' questioning, language expression, and reference materials must be able to arouse students' interest.
2. Passion: Passion refers to stimulating emotions. It is often said that interest is the best teacher. Kong Fuzi also said, "know, be fond of, well, as it." When students study with intense interest, their mood is heartened, their hearts open, their drive starts, and learning motivation will easily be established. At the same time, children's curiosity and thirst for new knowledge are psychological characteristics. With pleasure education means impacting the child, it must be able to maximize the focused attention of students. Therefore, at the beginning of teaching, it should be carefully designed, creating new situations to start teaching goals and arouse students. Teaching practice proves that creating a situation depends on the person, depending on the characteristics of materials, and takes various forms. Essays, stories, visual presentations, full of sound and color, the teacher telling students reading materials, audio-visual means are effective good forms. These are what students are interested in, driving the necessary premise and basis.
3. Guideline: Navigation is realized and guided based on students. This is the fundamental purpose and goal of personal character and social class teaching. Good education not only requires edutainment, learning music, and development from learning but also obtaining the truth through one's own hard work to enjoy the joy of success. Guiding students' behavior emphasizes several aspects. First, after examination, deepen the guideline. According to each class's teaching moral view, improve the corresponding behavior requirements. After one or two weeks, organize a report a few minutes before the new content in the personal character and social class, affirming what was done, addressing inadequacies to ask teachers, appropriately record, as a basis to evaluate the result. Second, use of point of view, is not. Personal character and social class basically instill a sense or idea. Based on reality, according to students' thought, behavior, or social life hotspots, organize students to talk about using just learned moral viewpoints to differentiate and analyze, to distinguish between right and wrong, good and evil, beauty and ugliness. Let students know what to do, what not to do, why they do it, and why not to do so. In order to standardize their moral behavior. Third, objective evaluation, consolidate achievement. Academic achievement tests are an organic composition part of the teaching process, reflecting personal character and social class teaching targets not only in classroom teaching and after-school inspection and supervision but also in evaluation. To complete the students' Ideological and moral education task, I think it cannot only rely on the morality and society course, nor only depend on teachers. Students' ideological and moral education involves all teachers. As a teacher, we should first improve our moral cultivation. Teachers should be strict with themselves, teach by precept and example, set an example for students in school, and always be in a guiding status during all educational activities. Besides learning from books, students mainly learn from teachers, so teachers should strictly demand everything from themselves and have the courage to face their own issues. All things required of students, teachers must first do, setting a good example for students; usually requiring students to do things, teachers themselves firmly do, so as not to leave a bad effect on students.