The Influence Of "thinking" Teaching Mode On The Moral Quality Of Primary School Students

At present,improving students' moral competence is not only the focus of work at all levels of schools,but also a hot topic of concern in the field of education and psychology.The cultivation of students' moral competence is mainly based on the ideological and moral courses carried out by the school.However,previous studies have pointed out that the school's ideological and moral curriculum still has shortcomings in the teaching process,which can not effectively stimulate students' thinking,thus affecting the improvement of students' moral competence.Teaching should be based on the development of students' thinking and design teaching mode to truly improve students' moral competence.Hu Weiping's "thinking"teaching theory aims to promote the development of students' thinking.The "thinking"teaching model based on this theory aims to enhance the teaching effect by inducing students' positive thinking.Therefore,this study applies the "thinking" teaching theory to the cultivation of moral literacy,and uses the "thinking" teaching mode to improve the teaching effect of ideological and moral courses,in order to improve students' moral competence.Based on the "thinking" teaching theory,this research constructs two teaching modes to cultivate students' moral competence.The first is to integrate the basic principles of "thinking" teaching into the ideological and moral class.The basic process of classroom teaching is divided into five parts:motivational motivation,cognitive conflict,self-construction,self-monitoring and application migration.The model is called the " thinking" character class.The second is to rely on the "thinking" teaching theory as the basis of the "learning thinking" activity curriculum,in which the content of the cultivation of moral competence is transferred,so that students can transfer their thinking methods to morality under the premise of learning the thinking method.In the application,this teaching mode is called the“thinking”activity class.In a city of Henan Province,two primary schools were randomly selected for teaching experiments.Each primary school randomly selected 307 students in two classes.According to different teaching modes,it was divided into experimental group 1,experimental group 2,experimental group 3 and control group.The experimental group 1 accepts both the "thinking type" morality teaching and the "thinking type" activity class teaching;the experimental group 2 only accepts the "thinking type" morality class;the experimental group 3 only accepts the "thinking type" activity class teaching;the experimental group does not accept the "thinking type" activity class teaching;Conduct teaching interventions.A one-year teaching experiment was conducted,and the students'moral literacy was measured three times,one week before the start of the teaching experiment,and six months after the teaching experiment and one year later.The students moral literacy was measured through the questionnaire Student moral competences Questionnaire and the implicit moral attitude task.According to the experimental results,the following conclusions can be drawn:(1)Both the "thinking"morality class and the "thinking" activity class can effectively improve the moral competence of the primary school students;(2)accept both teaching modes for the moral competence of the primary school students.The promotion of literacy is the most effective;(3)The "thinking”morality class and the "thinking" activity class have different mechanisms for the improvement of pupils' moral literacy.After one semester of experimental intervention,the "thinking" morality class is a good character for students.The promotion effect is obvious;after the first year of experimental intervention,the "thinking" activity class has a more obvious effect on the improvement of students' moral competence.