Practical Research On "dialogue Teaching" Of Elementary School Moral Education

Strengthening "Morality Education" is the basic task of education.Pupils are the socialist builders and successors in future.Moral Education should start with children,who are instructed to "button the first button of life well”.Courses are the main carrier of educational ideas,educational goals and educational contents.Meanwhile,course teaching is the essential channel of schooling.Hence,improving the effectiveness of the Moral Education course is shown to be more important.Due to the long-term influence of teaching habits,the "Moral Education Classroom" is regarded as“knowledge classroom",and the teaching effect is inefficient,ineffective or even negative."Dialogue teaching" is different from traditional teaching in terms of teacher-student relationship,teaching process,teaching method,teaching evaluation,etc.Its concept and characteristics are in line with the characteristics of primary school moral education curriculum,and the implementation of "dialogue teaching" in moral education curriculum in primary school is beneficial to the improvement of the effectiveness of the moral education curriculum,promoting the moral growth of students,and laying a solid foundation for the morality of talents.There are many studies on the combination of "dialogue teaching" and the main subjects,such as Chinese and English.However,there is no systematic research on placing "dialogue teaching" in the moral education curriculum of primary schools.This research focuses on improving the effectiveness of moral education curriculum.It is studied by following the logical clues from theory to practice,and draws on the mixture of sociological methods to study,which is mainly based on qualitative research methods.Through the combing of the literature,on the basis of mastering the research progress in this field,using the comparative method and inductive method in the research is to summarize the basic theory of the "dialogue teaching" of the primary school moral education curriculum.By the combination of interview,classroom observation,action research method and questionnaire survey it explores the practical conditions and practical strategies of the "dialogue teaching" of the moral education curriculum in primary schools.Specifically,under the guidance of the basic principles of curriculum and teaching theory and the basic principles of moral education,this research mainly studies from the following three aspects:Firstly,the basic theory of "dialogue teaching" in the primary school moral education curriculum is preliminarily summarized.This study defines the core concept of "dialogue teaching" in elementary school moral education curriculum,and discusses the character of "dialogue teaching" in elementary school moral education curriculum from four aspects,that is,there are connotation,value,type and characteristics,which are used to make a further study of feathers of "dialogue teaching" and make a preliminary summary of it from the theoretical perspective.Secondly,it studies the practical conditions of the "dialogue teaching" of the moral education curriculum in primary schools."Dialogue teaching" is actually a process in which teachers and students who are the main body of-dialogue use their various dialogue conditions and teaching resources to achieve their own development.This study explores the practical conditions of "dialogue teaching" in elementary school moral education curriculum from three aspects of physical condition,rational condition and emotional condition.In addition,in the classroom practice,the teaching materials and teaching are integrated,and the teaching materials have important significance for the selection and guidance of the teaching methods.Through the analysis of the textbooks of primary school moral education,the new teaching materials and the"dialogue teaching" are found,and the appropriate analysis is earried out between the two.Thirdly,the practical strategy of“dialogue teaching”in the moral education curriculum of primary schools is constructed,which is the main part of this research.It mainly proposes design strategies,implementation strategies and improvement strategies for specific teaching practices.Instructional design makes creative decisions about how to achieve the teaching goals to solve the problem of how to teach.This study proposes the design strategy of "dialogue teaching" in elementary school moral education curriculum from four aspects.Concretely,there are the design of teaching objectives,the design of topics,the design of activities,and the design of evaluation.In the knowledge-based classroom,the dialogue mainly includes teacher-student and text dialogue,interpersonal dialogue between teachers and students and students,and self-talk between teachers and students.The moral education classroom has its own uniqueness.The student's life world is inseparable from the formation of morality.This study proposes a new type of dialogue with the living world,relying on text dialogue,interpersonal dialogue,self-conversation,and life world dialogue.It explores the implementation strategy of the "dialogue teaching" of the moral education curriculum in primary schools.This research conducted an exploration of the "dialogue teaching",and proposed a targeted improvement strategy.