Problems And Countermeasures Of Primary School Moral Education From The Perspective Of Psychology

In the past dynasties of China,moral education has been attached great importance to the cultivation of talents.For example,in the Six Arts(Rites,Music,Shooting,Royal,Books and Numbers),the "Rites" teaching ranks first.Confucius said "restraining oneself and restoring propriety is benevolence".Mencius said,"To cultivate one's moral integrity,to govern the country and to stabilize the world." Zeng Guofan said,"Talent without virtue is close to people;virtue without talent is close to villains." All the above statements are about etiquette or virtue,which is why China has been a country of etiquette since ancient times.Social development and progress are increasingly inseparable from people with both ability and virtue.Primary schools are the main position to strengthen and improve the ideological and moral of minors,the basic project of socialist spiritual civilization construction,and the importance of moral education in primary schools is becoming more and more prominent.In recent years,China's education authorities have issued a number of documents on moral education in primary schools,which are normative documents guiding moral education in primary schools.According to the spirit of these documents,primary and secondary schools all over the country actively take action,earnestly study,seriously organize,conscientiously implement,conscientiously implement,and conscientiously practice,which has made great achievements and results in moral education in China,and a large number of outstanding moral educators and research results have emerged.But at the same time,problems still exist.These problems are manifested in many levels,such as students,teachers,parents,schools,courses,teaching attitudes and methods.The existence of these problems objectively hinders the progress and effect of moral education,which is worth thinking and solving.This study combs the relevant literature on moral education in primary schools at home and abroad,and grasps the relevant research results.On the basis of introducing the connotation and relationship of the four elements,this study further clarifies the connotation and relationship of moral cognition,moral emotion,moral will and moralbehavior of pupils,and closely discusses the relationship among the four elements.On this basis,through self-compiled questionnaires and interview outlines,the teachers and students of a primary school in Yuxi City were measured and investigated.While gaining the achievements of moral education,some problems were found,including incorrect moral cognition,unstable moral emotions,unstable moral will and deviations in moral behavior.Through the analysis of the causes of these problems,it is found that there are many factors that cause the existence of these problems,such as the factors of students themselves,teachers' personality and morality,school factors,teachers' educational attitude and methods,etc.To analyze these problems from the psychological perspective,to find out the practices that violate or do not conform to the law of moral and psychological development in moral education in primary schools,and to give solutions from the psychological perspective,such as strengthening the harmony and unity of pupils' knowledge,intention and action;improving the professional quality of moral educators,including personality and moral quality;following the principles of interpersonal communication in moral education;and Widening a variety of ways of moral education in order to provide some guidance for moral education in primary schools in China.