Research On The Enhancement Of Ideological Content Of Moral Lesson In Junior Middle School Teaching

Thought is one of the important characteristics of junior school ideological and political course, ideological and moral curriculum in a very important position in the junior high school curriculum. It is an important way of moral education, it marked the nature and characteristics of school education, determines the direction of the school, ideological and moral quality also determines our students. "Ideological and moral curriculum standards"(2011 Edition) put forward, Junior Ideological and moral lesson is aimed at the development of students’ moral quality, psychological health, legal consciousness and citizen consciousness to promote the early. The course of moral education in the socialist core value system as the guidance, to promote the formation and development of junior high school students the correct ideas and good moral character, to enable students to become ideals, morality, culture, discipline laid the foundation of socialist qualified citizens.But in the actual moral lesson teaching, some teachers played down the idea in Ideological and moral education, the ideological and moral lessons only as a general knowledge course teaching. Although the national vigorously promote quality education, but ingrained exam oriented education concept, school intellectual education and moral education practices meet the eye everywhere. Ideological and moral course is an important course in middle school, it is shouldering the arduous mission of moral education in middle school. Ideology is an important characteristic of Ideological and moral lesson. However, the current ideological and ideological and moral education in the teaching of the implementation existence many questions, such as: the importance of knowledge in Ideological and moral education of the thought, ignoring the ideological and moral education, or the thought of as classroom embellishment; some teachers can do the implementation of thought, but the thought of the implementation and intellectual detachment, so that ideological and moral course knowledge and thought into two skins irrelevant. The existence of these problems makes students lose interest in Ideological and moral lesson, affecting the formation and development of students’ Ideological and moral. This paper summarized the above phenomenon, and analyzes the causes of these phenomena, attempts to put forward a strategy to solve the problem.In the course of the study, through reading at home and abroad on the study of the ideological and moral teaching related books, access to journals and magazines, newspapers, network especially China How Net, collecting the latest research results to implement the thought about the ideological and moral teaching, and analyzes the problems in the research, from, thesis writing, so this innovations in succession based on the reference. Deep moral teaching, to the neglect of the thought of the problems existing in the ideological and moral classroom teaching in middle schools were observed. In the process of writing this article, the author communicating with students’ parents, teachers and students to communicate and understand the existence, ideological and moral teaching in the implementation of the ideological problems. The paper analyzes systematically the thoughts, and on this basis to strengthen ideological moral lesson measures.The paper first has conducted the system research to the moral lesson in junior middle school ideological problems, explores the connotation and manifestation, the thought of the analysis of the relationship between the ideological and moral lesson other attributes; and then, the thesis analyzes the problems and causes existing in Ideological and moral lesson, the thought process of the implementation of the last, according to the existing the problem and its causes in a targeted manner proposes strategies to solve the problems on.