Revolutionary Tradition Education Utilization Of Community Resources

On the one hand in the immediate implementation of a comprehensive qualityeducation, moral education as an important part of the organization of the quality ofeducation need to get the attention of educators, and as a socialist country, China has afine tradition of revolution, the revolutionary tradition into moral education go to theformation of the revolutionary tradition education with Chinese characteristics; theother hand, our society is undergoing rapid development, great changes are taking placein the traditional urban management system, the nascent urban neighborhoods-communities, being formed reasonable to establish links between the school and thecommunity for the resource-rich revolutionary tradition education community for asignificant role for the development of the school moral education, schools need morelocal conditions, use of community resources to carry out the revolutionary tradition ofeducation in line with the school situation. Therefore, this study selected the membersof the village primary school in Guangzhou as the object of study, the literature law,interviews, questionnaires, observation, Analysis of the specific circumstances of theschool use of community resources to carry out the revolutionary tradition education,the characteristics and problems, which made a number of recommendations.The results of this study show that: first, questionnaires and interviews, includingthe schools, parents and community stakeholders for the use of community resources tocarry out the awareness of the revolutionary tradition of education, the results show thatthe tripartite understanding of differences, more than5percent of the school teachersthink schools to use Community resources to carry out a revolution in traditionaleducational role, but the parents and the community to be only3-4percent of therespondents believed that play a great role.Second, the use of community resources to carry out the revolutionary traditioneducation there are three aspects of difficulties, including schools, parents andcommunities. School sector mainly in the lack of scientific theoretical guidance as wellas the allocation of teaching time; parents focused on the concept, some parents believethat moral education is not meaningful; communities mainly focused on the lack of ownresources and the development of capacity.Third, scientific and rational use of community resources to carry out a revolution inthe traditional education can give full play to the role of the Internet from the use of, the establishment of a long-acting contact mechanism between the community-schools-Family, schools, parents and communities to strengthen the propaganda and strengthencommunity aspects of development resources capacity.