Pedagogy: Review of knowledge points on moral education rules in teacher recruitment examinations - 2020 Tianjin Teacher Recruitment

In the recruitment examination for Class D teachers in public institutions, knowledge points on moral education laws are often important knowledge points that are easy to test through multiple-choice questions, analysis questions and case analysis questions. Candidates can generally do simple questions. Yes, but when encountering some difficulties, especially some subjective questions, it is still not easy for candidates to get high scores. Therefore, we now sort out the knowledge points on the rules of moral education in the regular exams to assist in memorizing the formulas, so that candidates can clarify their key points and better answer the questions to get high scores.

The knowledge points of moral education laws are explained in detail as follows:

1. The process of moral education is a process that promotes the interactive development of students’ knowledge, emotion, intention and behavior

1. Students The ideological and moral character is the unity of knowledge, emotion, intention and action.

Moral understanding refers to the understanding of moral codes of conduct and their implementation significance. It is the core part of individual morality and the basis for the formation of students' moral character. (What is the core part of individual morality? It is easy to test single-choice questions)

Moral emotions are the inner experience generated when evaluating the behavior of others or oneself based on moral concepts. It is the internal driving force for moral behavior and is the key to moral character. Catalyst for transformation.

Moral will is the psychological process in which individuals consciously adjust moral behavior and overcome difficulties to achieve moral goals. It is the spiritual force that regulates moral behavior.

Moral behavior is the behavioral intention and external manifestation of moral motivation. Ethical behavior is an important indicator of character. (What are the important signs of measuring moral character? It is easy to test single-choice questions)

2. The moral education process should promote the harmonious and unified development of students' knowledge, emotion, intention, and behavior.

(1) Pay attention to comprehensiveness (unity)

(2) Pay attention to multi-facetedness (the cultivation of knowledge, emotion, intention and behavior in the process of moral education has many aspects) A starting point: easy to test and analyze questions)

Knowledge, emotion, intention, and action are interrelated, mutually restrictive, and mutually reinforcing, and promote the development of ideological and moral character. Moral education must pay attention to the overall functions of the four. The general sequence of the moral education process can be summarized as improving moral awareness, cultivating moral emotions, tempering moral will and cultivating moral behavioral habits. Some head teachers summarize the work of moral education into four sentences based on their own experience: learn with reason, move with emotion, persevere, and guide with action. This is in line with the laws of the moral education process.

However, in the specific implementation process of moral education, there are many starting points, that is, the general education and training sequence of knowledge, emotion, intention, and behavior does not necessarily follow. It can be based on the specific situation of students' moral development, or guided by it. It starts with action, or it starts with emotion, or it starts with tempering moral character, and finally achieves the harmonious development of students' moral character in knowledge, emotion, intention, action, etc.

The main reasons why the moral education process is multi-ended are:

① Since knowledge, emotion, intention, and behavior are relatively independent, there are multiple beginnings for each specific process. Possibilities are provided.

② In the process of forming students' ideological level, the development direction and level of their knowledge, emotion, intention and behavior are often unbalanced.

Therefore, in the process of moral education, we can make full use of its multi-faceted laws, or focus on one, supplemented by other elements, or have multiple starting points, and ultimately enable the educated to learn, All aspects of emotion, mind, and behavior are developed in a balanced way.

Examples of analysis questions: As the saying goes, "We understand things with reason, move things with emotion, persevere with them, and guide them with actions." Therefore, when providing moral education to students, we must follow the order of knowing, intending, and doing to exert moral influence. .

The above statement is wrong and goes against the multi-faceted nature of the moral education process.

2. The moral education process is a process of organizing students’ activities and interactions and unifying the influence of multi-faceted education

1. Activities and interactions are the basis of the moral education process.

2. Activities and interactions are affected by many aspects.

Students must be affected by many aspects during their activities, including both formal influences within the school and informal influences outside the school, both positive and negative.

In the process of moral education, attention should be paid to giving full play to the leading role of school education.

3. The process of moral education is a process that promotes the positive transformation of internal contradictions in students’ ideological and moral character

The process of moral education has a series of complex contradictions. The struggle, transformation and development of these contradictions promote the progress of the moral education process and the moral growth of young students.

The moral requirements put forward by educators are relatively high, and students' existing moral standards are relatively low. This forms an internal contradiction in students' moral character, and it is necessary to promote students' positive transformation.

4. The process of moral education is a long-term, repetitive, and gradual improvement process

1. The process of moral education is a long-term process

The development of individual moral character And the formation is not the result of overnight success, but the result of long-term accumulation, from quantitative change to qualitative change.

2. The process of moral education is a repetitive process

The development of individual moral character does not rise in a straight line, but will go through a tortuous and even temporary regression process.

Examination method of case analysis questions: Based on the above four rules of the moral education process, it is easy to examine analytical and evaluation questions in the case analysis questions. Generally, questions will be asked after the case materials: combine moral education theory to evaluate teacher education behavior or practice. When answering questions, candidates can use the laws of moral education as a theoretical basis for evaluation and specific analysis. If the teacher's practices in the case materials conform to the laws of moral education, then the practice is relatively good; if the teacher's practices in the case materials violate the laws of moral education, then the practice is not good. Or not advisable.

Memory tips: long-term interaction, internal communication

Long-term: the moral education process is a long-term, repetitive process

Interaction: the moral education process is to promote students’ knowledge The process of interactive development of , emotion, intention and behavior

Internal: The process of moral education is the process of promoting the positive transformation of internal contradictions in students’ ideological and moral character

Interaction: The process of moral education is the organization of students’ activities and Communication, the process of unifying the influence of multi-faceted education

Through the above combing of the knowledge points of the moral education rules of the Regular Examination and the memory formula, I believe that all candidates should be able to have a clearer understanding of the knowledge points of the Moral Education Regulations of the Regular Examination. Understand, be able to remember and apply correctly.

Lecturer’s analysis