Primaryschool Problems Counter Measures Analysis Of Ideological And Moral Education

The primary ideological and moral thinking (hereinafter referred to) education isone of the main ways of the moral education of our pupils. Since1981, China Crispincurriculum in primary schools has been attached great importance to the state and theschool. And promulgated in2001, the nine-year compulsory primary ideological andmoral (Amendment) clearly dominant ideology of the primary school educationCrispin requirements: a primary school the Crispin education culture focus, and onthis basis the innovative spirit and practical ability on the establishment of newteaching methods, and comprehensively promote the change in the way pupils Crispinlearning. The dominant ideology is both soul Crispin teaching in primary school,while more clearly the direction of the primary school education Crispin. Soeffectively improve young people’s ideological and moral qualities, round and richyoung people to the spiritual world, and to adapt to the social and economicdevelopment needs of highly qualified, competent and honest socialist successors tocarry forward the Chinese nation’s fine cultural traditions of the national culture.Since the primary and secondary school students Crispin teaching primaryschool moral education is extremely important, therefore, we further strengthen theanalysis of the existing primary school Crispin education, research, and the existingproblems to be than the solution and improvement not only has an important Thetheoretical and practical significance; same time, play a primary school Crispinultimate goal of education. Currently, our primary Crispin education the biggestproblem facing by traditional teaching ideological influence, in primary schoolCrispin lesson in the actual teaching process, too much emphasis on "preaching"while ignoring the "practice", resulting in the curriculum there The deviation be someteachers low literacy, lack of innovation in teaching methods, and also failed toachieve the best results caused the education of pupils Crispin. Meanwhile, mental age characteristics of the pupils, the dominant position of the pupils failed to getenough attention, not combined with the region’s customs and characteristics as wellas the weakening recessive education too, can lead to the undesirable effect ofprimary school education Crispin; addition, some teachers failed to attach importanceto the practical features of the primary school students, usually only attach importanceto the school classroom Crispin education, has not been able to organic integration offamily, school, community, society and the four lead pupils practical activities unableto function effectively.In this paper, the status of our current pupils Crispin education, and now theproblem of analysis, the basis of the study, the improving primary education Crispincountermeasures and suggestions to expect to improve our elementary school ofCrispin education status quo to improve Some useful reference.This paper is divided into four parts:The first part of the introduction to this article. First of all, I conducted a briefdescription of the background of this study and research propositions. Secondly, theauthor of the domestic and international primary school the Crispin educationresearch and its results, organize, analyze and summarize research purposes of thisarticle, the practical significance of the study of ideas and methods described in thisfoundation. Finally, I analyze and summarize this article Innovation and inadequacies.The second part, for a more detailed analysis of our current pupils Crispin in theclassroom teaching culture pupils civilized politeness education, patriotic feelings,and to establish correct ideals and beliefs in the role and significance, and how tocarry out practical activities carried out with elaboration.The third part of primary education in Crispin comprehensive analysis. Existingproblems, summarize, and draw conclusions: First, the educational philosophy has notbeen effective conversion, is still too much to stay in the traditional mode ofeducation; addition, the lack of emphasis on primary education Crispin, ignoring thepupils individual characteristics. Secondly, the curriculum of primary schooleducation Crispin is not perfect, the lack of innovation in teaching methods toenhance literacy teachers lack; Third, the integration of social resources is not comprehensive enough to ignore the actual situation of the region, weakening therecessive education and organic integration of family, school, social, social.The fourth part, the author through comprehensive research and analysis ofprimary school education in thinking and existing problems and improve severalsolutions. First, change the concepts and methods of education. Start from thestrengthening of the family’s early education, in order to improve the effectiveness ofthe pupils Crispin early education; Secondly, the optimization of school education.Perfect the mechanism of the implementation of the education of pupils Crispin,innovations in teaching, increase practice to create a civilized atmosphere of theschool. Third, relying on community education. Through the strengthening of the thesocial propaganda Crispin education of young people, to further develop pupilsCrispin practice activities. Fourth, integration of social education. Strengthen relatededucation sector on the importance of the education of pupils thinking at the sametime, causing the attention and support of all members of society. I believe that onlythrough organic integration of family, school, community, social aspects, it may bereal to pupils Crispin Education to implement into practice, is the highest state ofprimary school education Crispin promote better primary unyielding emotionalexperience, ultimately achieving pupils final requirements and objectives ofeducation Crispin.