Research On Activities Design In The Middle School Moral Education Textbook And Its Inspiration For Teaching

In 2004, Ministry of Education of the People’s Republic of China issued the Course standard on Thought and Morality of full-time compulsory education (experiment draft), renaming the Political Education courses in junior high school to Moral Education courses. Various versions of moral education textbooks integrate the teaching contents with taking activities as carriers and using questions as a main line to advance the learning process, making the activity design a highlight of the new course and textbook. This research takes the ninth grade moral education textbook of pep edition of Jiangsu as an example, emphatically analyzing the numbers, types, functions, characteristics and the existing problems in activity design. Meanwhile, this research puts forwards some enlightenments to moral education teaching based on the analysis of the activity design. This research is divided into three parts.Part one gives the definition of the activity design, explaining the theoretical basis and practical basis of the activity design in moral education textbooks of junior high school. This part also clearly points out that the activity design in the textbook refers to the sections designed for communicating, exploring, discussing, perceiving, including the extracurricular activities section at back of the book.Part two carries on the analysis of activity design from five aspects, namely numbers, types, functions, characteristics and existing problems. There are a variety of activities in the ninth grade moral education textbooks of pep edition of Jiangsu, including activities designed for communicating, exploring, discussing, perceiving, and the extracurricular activities at back of the book. These activities contain many functions, they can make students be familiar with the content, they can make boring, tedious, hard, mechanical things interesting, concise, simple and meaningful. Viewed from the characteristics of activity design, these innovative activities are the embodiment of the unique value of moral education courses, because they build a platform which is oriented by learning process and contribute to the transformation of learning process, thus achieving the organic unity of course learning and student’s development. However, we also find some limitations about the activity design. For example, the input way of activities is single and some activities lack of operability.Part three mainly explores the enlightenments on teaching based on analyzing the design activity in the textbook of moral education. First, design activity should always place students first and emphasize the value of activities. Second, design activity should focus on life moral education and improve teaching methods. Third, design activity need to be redesigned based on learning situation. Last but not least, design activity need to improve assessment system. On the one hand, these enlightenments are the development of the strengths of design activity in the textbook of moral education; on the other hand, they are the complements for some limitations of design activity so that the design activity can better serve the developments of teaching and students.