Research On Moral Education Of Middle School History Course From The Perspective Of "Standing Morality And Cultivating People"

Moral education is an ancient and eternal topic.With the development of The Times and the reform of the new curriculum,in 2012,the 18 th national congress of the communist party of China "took the cultivation of morality as the fundamental task of education",marking that the work of moral education has entered a new stage.How to do a good job of moral education in middle school history class has aroused educators' deeper thinking.From the concept of "standing morality and cultivating people" is put forward to the implementation of our country has had many years of exploration and practice,this paper under the big goal first discuss "cultivating moral" and "develop talent" interdependence restricts mutually,but due to historical and realistic reasons such as history of the co-action on to complete the task of moral education,put forward how to solve these problems related to strategy and target.This paper is divided into four parts:In the first part,the concept and the relationship between the two are expounded.First of all,"standing morality and cultivating people" has a certain theoretical basis.Since the reform and opening up,it has gone through four stages: reconstruction,reform,integration and development.Secondly,it discusses the connotation of "standing morality and cultivating people" and finally analyzes the relationship between "standing morality and cultivating people" and history teaching in middle schools.The second part discusses the dilemma of moral education in the history teaching of middle school.We believe that in the process of the transformation from traditional education to quality education,there are still many difficulties in the current moral education of history course in middle school,which restrict the function of history in moral education.Such as the influence of social environment and the historical subject status not highlight in history ignored,old teachers' knowledge structure and teachingmethods has weakened the learning interest of the students of history,and the students' cognitive ability is insufficient,and their understanding of the history of limited has become the present history cannot carry on the moral education function of history one of the reasons.The third part mainly discusses how to implement the strategy of moral education in the teaching process of middle school history course.From the perspective of policy,the college entrance examination system should be further improved to improve the status of history and change people's understanding of history.From the perspective of teachers,we should not only strengthen the improvement of teachers' own knowledge system and humanistic quality,but also keep pace with The Times and absorb new ideas and methods to improve the classroom teaching level.From the perspective of students,they should read more relevant books to enhance their cognition of the status of history as the basis of humanities and social sciences,so as to actively and fully participate in relevant learning in class and after class.At the same time in the application of the above strategy should also follow the principle of appropriateness.The fourth part puts forward three goals of moral education in middle school history lesson.