Problem And Countermeasure Research On Responsibility Education In Junior High School’s Ideological And Moral Lessons

At the ages from 11 or 12 years old to 14 or 15 years old,middle school students are in a critical period of their physical and mental development and formation of outlook on world and life.To add responsibility education to such an important period,not only can strengthen students’ awareness and sense of responsibility,but also can regulate their behavior to cultivate their good quality of responsibility.In the course of implementing the responsibility education for the middle school students,the ideological and moral lesson,as an important implementation way,bears the important task of cultivating students’ feeling,awareness,ability and behavior of responsibility.After the new curriculum reform,ideological and moral teaching materials can combine the new curriculum standards with basic laws of middle school students’ physical and mental development and cognitive development.By adding the content of responsibility education,new teaching materials are related to the responsibility which we suppose to shoulder on,such as the responsibility for themselves,others,family,country as well as the whole society.In the specific teaching process,according to the characteristics of middle school students,it is necessary to follow the principle of gradual to carry on progressive education.Middle school students are the hope of our country and the future of our great nation.At present,China is in four comprehensive periods,strengthening the responsibility education of middle school students and cultivating the good quality of responsibility,which not only meets the needs of the development of human beings to survive,but also relates to the fate of the nation and the fundamental problem of social development.Therefore,by means of the theoretical research results of current responsibility education at home and abroad,this article begins from existing problems of e responsibility education,to analyze its influencing factors,and then put forward the corresponding countermeasures for how to present responsibility education.This article mainly study from the following parts:The first part is the introduction.The main question is the background of the Study,purposes and methods as well as home and abroad study.By contrasting through literature method,it is found that there are thousands of articles about the research in responsibility education,while the articles on the study of the responsibility education in middle school ideological and moral lessons are very few,which is the reason why it is most urgent that the research related on the problems and solutions of the responsibility education in middle schools’ideological and moral courses should be put forward.Responsibility education,which is related to the growth and further development of middle school students,the all-round and harmonious development of society,and even the rise and fall of the country and the nation,has very important research significance.The second part is the connotation of the responsibility education of the ideological and moral education in middle school and the definition of related concepts,which is mainly about the connotation between the concept of responsibility and its education and the responsibility education of the ideological and moral education in middle school.This part consists of two aspects.The first aspect introduces the connotation and characteristics of both responsibility and responsibility education.The second aspect mainly elaborates the connotation of the responsibility education in middle school’s ideological and moral course from the four different points.First,the main content of the responsibility education in the middle school ideological and moral education class should be the standard of responsibility behavior in daily life.Second,in the middle school’s ideological and moral course,the education of responsibility should grasp the main characteristics of students’ physical and mental development as well as the characteristics of moral learning accurately.Third,the implementation of responsible education should be the integration of more comprehensive and specific responsibility of education content.Fourth,in the middle school’s ideological and moral course,responsibility education aims to cultivate middle school students’ sense of responsibility.The third part is the analysis of the problems and causes of the responsibility education in middle school ideological and moral lessons.First of all,the author conducts a questionnaire survey on the students of three middle schools in Zhanjiang and enumerates the survey data.Secondly,the analysis of survey and interview shows the problems of the students’ responsibility education in ideological and moral course.At the same time,this paper summarizes four problems of the existence of the responsibility education in ideological and moral education.The first one is that the cultivation of students’character of responsibility is not considered as an educational object.Then,the content of responsibility education in class is not fully integrated into the daily life of duty behavior standards.Next,responsibility education teaching method is not based on the characteristics of body and mind development characteristic and the moral learning of junior middle school students.Last but not least,responsibility education approaches are limited to the classroom teaching and ignore the extracurricular practice,leading to poor quality of student responsibility.Finally,this paper analyzes the factors that affect the responsibility education of junior middle school ideological and moral education,such as the influence of the ideological and moral teachers’ educational concept and the quality of their own responsibility,the impact of " Score Merits" of education evaluation as well as the influence of students on the awareness of the responsibility education curriculum.The fourth part is the study of perfecting the countermeasures of responsibility education in middle school ideological and moral education.In this part,the author puts forward the corresponding countermeasures according to the problems existing in the third part of middle school ideological and moral education and its influencing factors.The first one is to change both the teacher’s teaching philosophy and to improve the content and method of responsibility education in middle school ideological and moral education.It is important to train teachers of ideological and moral courses about the contents and methods of responsibility education to strengthen their understanding of the importance of responsibility education for middle school students.For example,the method training can strengthen teachers on responsibility conflict law,role experience method,example model law and practice activities reflection law.As for the teaching content training,it is of significance to improve teachers’ ability to understand and master the daily behavioral norms of the relevant responsibilities so that they can choose the appropriate content of the daily behavioral norms of the responsible education and choose the responsibility education in line with the characteristics of physical and mental development of middle school students,moral learning characteristics and acceptability content.The second one is to establish a scientific responsibility education evaluation mechanism.It is necessary to clarify the principle of responsibility education evaluation,followed by the implementation of a variety of evaluation methods.The effect of the teaching of the students can not only study the teaching of the knowledge,but also consider the effect of the consciousness,content,method,effect and so on of the students’ responsibility education in the process of ideological and moral teaching.Especially through the middle school students’ sense of responsibility,the quality of responsibility and other aspects of the changes in the evaluation of teachers in the ideological and moral education in the status of education.The third one is to establish the responsibility of students’ self-cultivation awareness.Students should be the leaders,independents and practitioners of learning,instead of passive learners.The fifth part,the conclusion part,summarizes the research work of this thesis,points out the existing deficiency and makes a forward-looking thinking for the future research.