The Studies Of The Formative Education Of Harmonious Personality In Ideological And Moral Course Teaching

The year of 2015 is the crucial ending for the “Twelfth Five-Year Plan”, the fifth year for the implementation of the National Education Plan, as well as the mid-term reviews of education reform. Analyzing the pictures of the basic education reform in recent years, we would note that the personality cultivation of students, which has received much attention from both the educational circles and others, has been put in the priority of education reform. The current process of education is, however, in line with the plan in general, there is still utilitarian tendency in it. Besides, education, in most cases, acting as an effective way for double basic education of basic knowledge and basic skills. Given 2016 is the beginning year of the “Thirteen Five-Year Plan”, the key point for this year is to put great emphasis on personality cultivation, which stands as a pretty difficult task in the basic education reform, and fully implement the teaching methodology function of cultivating people in schools. Moreover, covering the aspects of junior middle school students’ physiology, psychology, ideology and morality, social networks, and others as well, the ideology and moral course thus enjoys extraordinary advantages in cultivating students’ personality. This study, from the conjunction point of ideology and moral course and harmonious personality, gives a detailed elaboration on the advantages of the formative education of harmonious personality in ideological and moral course teaching methodology. Furthermore, it also carries on a deep discussion on how to cultivate students’ harmonious personality through the teaching of the ideology and moral course.The main body of this paper are divided into the following five parts, they are:The first part carries on the related elaboration on the theories of the formative education of harmonious personality in ideological and moral course teaching methodology. Currently, academics have made a consensus view towards the etymology of “personality”, however, there are still some differences when speaking of the specific connotation of “personality”. Covering the contents of ethnics, psychology, philosophy, traditional Chinese culture and other aspects, this part gives a specific description on the connotations of “personality” and “harmonious personality”, respectively. What’s more, based on the above conclusions, it finally summaries the connotation of “the formative education of harmonious personality in ideological and moral course teaching methodology”. Besides, it also analyses the forming elements concerning the formative education of harmonious personality as well as the basic features of that of junior school students.The second part is about the feasibility of the formative education of harmonious personality in ideological and moral course teaching methodology. There is no doubt that it is particularly important to figure out an effective and feasible way in cultivating students’ harmonious personality. On one hand, during the study of theoretical knowledge, I do hold the idea that the theory of Marxism about person’s full scale development and education psychology of three learning theory, provide a strong theory basis for this study. In practice, on the other hand, I noted that there is subtle conjunction point between the ideology and moral course and the formative education of harmonious personality, around the two common value pursuit and personality education of ideological and moral curriculum contains resources.The third part is a value reflection of the formative education of harmonious personality in ideological and moral course teaching methodology. What the personality education focus is the comprehensive and coordinated development of individual’s intellectual and non-intellectual fields. Meanwhile, individual’s moral and intellectual development, however, do has a far-reaching influence on both the development of the individual himself as well as the society as a whole. Therefore, this part elaborates on the value reflection of the formative education of harmonious personality in ideological and moral course teaching methodology from the following four aspects: the students themselves, the reform of the ideology and moral course, the construction of harmonious campuses, and the realization of “Chinese Dream”.The fourth part is the empirical investigation, analysis and exploration of the causes towards the formative education of harmonious personality in ideological and moral course teaching methodology. By investigating the junior students’ psychological status in their school and daily life via questionnaire, combined with the interviews with teachers in ideology and moral courses, this part aims to discover the personality situations of both the students and teachers. The result shows that there are significant problems in the following three aspects concerning adolescent junior school students’ personality. Firstly, as for their common psychological consciousness: they are apt to worry about their study, future, have contradictions with their parents, teachers and schoolmates, loss psychological balance when faced with others who are more competent, as well as falling in love at an early age; secondly, as for their pro-social behavior: they are lack team spirit and awareness of social responsibility, and moral crisis does exist among them. thirdly;as for their specific activities of the study on this course, they tend to be weary of studying with weak learning goals and discordant intellectual and personality development. The paper then analyses the following five causes for these problems from the perspective of ideological and moral course teaching methodology: the idealization of the goal of personality education; the individualization of the teachers; the obturation of the teaching content; the stylization of the teaching methods; and the utilitarianism of the teaching evaluation as well in the ideological and moral course teaching methodology.The fifth part discusses the way to realize the formative education of harmonious personality in ideological and moral course teaching methodology. As for the reasons that cause discordant personality, this paper put forward the following five ways to realize the formative education of harmonious personality proceeding from the characteristics of the teaching methods. First, the goal of “being sanctification” should be replaced with “being a man”, which based on the development of formative education; second, teachers should be more competent instead of being authority, thus strengthen the formative education concerning teachers’ glamorous personalities; third, the teaching content should be close to life, rather than rigidity, with advocating the formative education which is close to life; fourth, the teaching methods should be more practical, and not focus on its form only, thus promote the formative education that awaken the subjectivity; last, the teaching evaluation should have nothing to do with utilitarianism, and in addition, develop the formative education concerning personal qualities.