Research On Moral Permeating Mechanism

In key period when the modern society makes transition, strengthening the moral education work of middle school and realizing the improvement of the whole nation's quality has already become the arduous and urgent task of the school at present. How to improve the effectiveness of moral work? How to give full play to school's position and function in moral education work? Moral education experts, headmaster and middle school teachers have carried on the exploration and practice diligently.The topic of permeating moral education in classroom is not newly put forward by author. Many researches are conducted on how to permeate moral education. But, researches on the mechanism for permeating are few. There are lot of concrete discipline researches on certain subjects but none of them go to location permeate research of mechanism. Based on the practice that taken by Qibao middle school, the author combs and analyzes it according to educational psychology and moral principle. Then, constructs and comes up to moral permeating mechanism theory system to provide reference to other schools of the same kind.This article undertakes profound thinking on the mechanism of permeating moral education in classrooms and takes Shanghai Qibao middle school as a case, through literature research and case study analysis method based on two logic starting point — theory and practice, constructs the moral permeating mechanism theory system in classroom.This article includes four parts: In chapter one, it defined the research approach of this research and relevant concepts. The author considers classroom permeating moral education mechanism as "a instruction way that produced by the interaction of key elements in classroom, this kind of instruction way attempts to use each key element and interaction of classroom instruction to improve students' morality by way of moisting all things detailedly and silently." In chapter two, it gives a deeply thought on theoretical foundation and principle. The author suggests that the moral education in classroom should give play to the teacher's guidance role and require students to fully comprehend at the same time. In the creation of classroom environment, it requires teachers and students have democratic talk and give play to the student's subjective role in classroom. In the terms of moral education goal, it demands to give consideration both to the cognitive goal and the classroom. In practice, it requires to move flexibly to combine the classroom instruction and discipline practice in permeating the space in moral. In chapter three, on the basis of the practice in Qibao...