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Effective classroom teaching moral education function

Author: SongWenXin
Tutor: WeiZuo
School: Shandong Normal University
Course: Education and management of
Keywords: curriculum class-teaching moral-education function of curriculum teaching indirect moral education
CLC: G41
Type: Master's thesis
Year: 2009
Downloads: 298
Quote: 0
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Abstract

Code of ethics has changed with the social transformation. To be fit to the times, CPC and the Chinese government propose construction of the Socialist Core Value System as a historical mission. The Socialist Core Value System is consistent with the law of social development. It has deep national cultural roots, tight logic, profound connotation and extensive range of application. In schools specialized moral education can burden the task to combine the ideological and moral education with the construction of the Socialist Core Value System. To get desired effect, every teacher of various disciples must assume the task in his/her class according to the curriculum’s characters.In the study moral education means the generalized concept. We can also call it social education to students.The thesis has five parts. The introduction of the thesis tells why to have the study and gives a summary of others’research results. It gives the meaning of class-teaching and moral educational function of class-teaching. The study methods are explained in this part: literature method and the method of induction. This part also predicts the result of the study.The second part describes the decline of the teaching’s moral educational function in historical and realistic perspectives. The part tells the actual situation of the lack of function. It also analyses the reason of its decline.The third part describes the necessity of return of the class-teaching’s moral educational function in social change, specific characteristics of moral education and teachers’duty. It proves the historical necessity of the return. It also shows to implement the moral education in teachers’class-teaching is a kind of duty.The fourth part analyses the ways to implement the moral education in the class-teaching. The class-teaching can improve the students’moral level through telling the truth, affecting the moral emotion, rules’disciplining and a chance to practice the moral concept. Moral sources can be found in the material of the disciple, teacher’s image and action, students’actions of study and communications and the teaching environment.The fifth part gives the principles, direct strategies and supporting conditions according to the analysis in the above two parts. Because curriculum morality education is a kind of indirect moral education, a teacher must obey the indirect principle, initiative principle, intrinsic principle constructive principle and holistic principle in order to get satisfactory effects. The direct strategies include having the awareness to implement the moral education in the class-teaching, having the systematic concept in designing every class, establishing a good image to set an example for students, respecting the students’subjectivity to let students improve the moral level in the communications and optimizing the class-teaching environment so as to give students positive influences. Supporting conditions include strengthening Ethical development of teachers and improve teachers’ability to implement moral education in teachings, forming a three-dimensional moral education network in which to improve students’moral level through management, teaching and service and oversight mechanism for inspection of the implement of moral education in teachings.The study is meso-level. It does not involve how to implement moral education in class-teaching according to specific curriculum. The study will be deepened with my knowledge-master and further thinking.

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