A Study Of Simplicity In The Penetration Of Moral Education In Primary English Subjects

For students who are in primary school,English learning is not simply memorizing words and memorizing English short sentences,but paying attention to cultivating students’ feelings of English and their thinking ability.Students can use the content of the textbook as the carrier and use the way of contrastive learning to experience the differences between Chinese and English cultures.they can also understand the dual or multiple attributes of people or things themselves,so as to stimulate students’ interest in learning English.Through investigation and analysis,the purpose of this study is to analyze the simple problems existing in the infiltration of moral education in English subject on the basis of real life and the judgment criteria of rationality and human nature.to explore how to use corresponding thinking to solve these simple problems,so as to cultivate the ability of teachers and students to use corresponding thinking to learn English.This paper mainly adopts the methods of questionnaire,interview and classroom observation.This paper investigates the teachers and students of M Primary School in Q City from the seven dimensions of background,content,process,principles,approaches,methods and evaluation of moral education infiltration of English subjects,in order to understand the simple problems existing in the infiltration of moral education of English subjects.according to the analysis of the causes of these problems,finally,starting from these seven dimensions,the paper puts forward the countermeasures to solve the problems and improve the corresponding thinking ability of teachers and students.The article is divided into the following five parts.The first part is the introduction,which mainly introduces the reasons for choosing the topic,research significance,research review at home and abroad,research design,as well as the theoretical basis and the definition of core concepts.The second part is the survey design and implementation part,which describes the purpose of the survey design and the selection of survey objects,the design and implementation of survey methods,as well as the processing and summary of survey data.Finally,the result of the survey shows that there is a general situation of simplicity under the seven dimensions of moral education in English subjects.The third part specifically points out the simple problems existing in the infiltration of moral education in English subjects.The simplicity of the background of moral education infiltration in English subjects focuses on the infiltration of moral education in the context of Chinese(Chinese)culture,and there is a lack of awareness of moral education infiltration based on the comparison of Chinese and English cultural backgrounds.The one-sidedness of moral education content infiltration in English subjects is reflected in the infiltration of single and perfect theoretical knowledge and the weak knowledge of cultural comparison between Chinese and English in teaching materials.The externality of the infiltration process of moral education in English subjects is reflected in the one-way instillation of teachers to students,students’ lack of initiative and low ability of autonomous learning.the abstractness of the principle of moral education infiltration in English subjects is reflected in the principle of teaching students in accordance with their aptitude and the principle of unity of knowledge and practice.The singularity of the infiltration of moral education in English subjects is reflected in the indirect way in which teachers pay more attention to classroom teaching and in the form of text symbols;the simple manifestation of the infiltration method of moral education in English subjects is reflected in the teachers’ adoption of persuasion education method,edification education method and model model law for students;the deficiency of moral education infiltration evaluation in English subjects focuses on the evaluation method of other evaluation and praise.The fourth part carries on the concrete reason analysis to the seven dimensions.Background:lack of theoretical support for the infiltration of moral education between Chinese and English cultures,teachers’ ability to design teaching objectives is weak;content: the content of the textbook itself is single,lack of rich content as a reference,the understanding of the differences between Chinese and Western thinking and values is obvious;process: under the influence of traditional educational ideas,examination-oriented education is widespread,and the implementation of quality-oriented education is not strong enough.Principles: deviating from the actual activities and exchanges between teachers and students,emphasizing indirect experience,neglecting the corresponding reference between direct experience and indirect experience;ways:following simple curriculum arrangements,lack of arrangements for joint participation of teachers and students;it is difficult to grasp the effect of actual behavior in the examination.In terms of methods: there is a simple view of moral cognition,but there is a lack of correspondence between cognition and practice,a simple view of teaching progress,and a lack of correspondence between teaching progress and teaching quality;in terms of evaluation,there is a simple concept of authority between teachers and students.lack of correspondence between teachers and students to build education and teaching relationship,teachers do not have a clear understanding of their own exercise of the right to criticize education.In view of the problems and reasons,the fifth part puts forward some suggestions on the simplicity of moral education infiltration in English subjects,that is,corresponding infiltration.Background: moving towards the contrastive infiltration of Chinese and English cultures,strengthening the training of the relevant contents of the comparison of cultural similarities and differences between Chinese and English cultures;in terms of content: the transformation from permeating simple education of seeking good to the corresponding mode of eliminating evil and seeking good,from scattered Chinese and English cultural content to the comparison of Chinese and English cultural knowledge;process: changing teachers’ one-way indoctrination,promoting teachers and students to move towards dialogue and communication,and the transformation from teacher-student relationship to peer-to-peer relationship between teachers and students.In terms of principles: from the principle of teaching students in accordance with their aptitude to the correspondence of the principle of teaching students in accordance with their aptitude,from the principle of unity of knowledge and practice to the correspondence of mutual reference between knowledge and practice,and from the emphasis on classroom teaching to the correspondence between classroom teaching and extracurricular practical activities.from the emphasis on text symbols to the correspondence between text symbols and behavioral facts.In terms of methods,the methods are reformed from the aspects of cognition,emotion and behavior,from the simple view of teaching progress to the correspondence between teaching progress and teaching quality,and from the emphasis on other evaluation to the correspondence between other evaluation and self-evaluation.from the use of praise evaluation to the correspondence between praise and criticism.