The Problem Study Of Elementary School Moral Education’s Conflict Between Moral And Behavior

Driven by the goal of Foster integrity and Promote rounded development of people,moral education has become the top priority of school education.Minors are the future of the motherland.People cannot stand without virtue.A person’s morality is the foundation of his life and life.Without morality,society will not stand,which shows the importance of morality to people and society.The lives of students and the main body of students are holistic.School moral education is for students,and it should be holistic.Moral education should guide the meaning and value of people’s lives,and students should construct their own world of meaning on their own..But as such an important moral education,there are still big deviations in the school moral practice process.The most important moral education is alienated into a product displayed to others,often with a "show" color;morality that exists as a whole Education is artificially divided.Moral cognition and moral behavior are taught separately,ignoring their internalization process and deviating from the law of moral development.Students have different moral knowledge and behavior.If every student is to become a moral person,a unified education of knowledge and behavior must be carried out.However,in actual teaching practice,the effectiveness of school moral education is not high,and there are problems in the cultivation of knowledge and behavior in school moral education,which is contrary to the goal of foster integrity and promote rounded development of people.The disjointness of knowledge and behavior in school moral education is a source of reflection.Observation and interview methods are used to investigate the signs of disjointed knowledge and behavior in school moral education,analyze the causes,and propose overall improvement measures based on the theory of the integration of life moral education and moral knowledge and behavior.In order to better study the disconnection of knowledge and behavior in school moral education,a field survey was conducted with Shenyang S Primary School as the research object.The thesis is divided into six parts.The first part is the introduction,which introduces the research background,research significance,and summarizes the research status at home and abroad and research ideas.Using literature method,observation method and interview method to study the disconnection of knowledge and behavior in moral education of S elementary school in Shenyang.The second part is the definition of the core concepts of the research and the theory of knowledge and behavior in moral education.It defines the concept of the disconnection of moral cognition,moral behavior and moral knowledge and behavior,and discusses the theory of moral education in life and the theory of the unity of moral knowledge and behavior as the theoretical basis of the research..The third part is the representation of the disconnection of knowledge and behavior in S elementary school moral education.As the direct audience of school moral education,students also reflect the disconnection of knowledge and behavior in school moral education.Therefore,the representation of the disconnection of knowledge and behavior in elementary school moral education is specifically divided into school level and student level.Observe The knowledge and behavior of school moral education and the performance of students’ moral behavior,and the use of interview methods to analyze students’ moral cognition,to analyze whether students’ moral knowledge and behavior are unified,and to conclude that the primary school moral education knowledge and behavior are out of touch.The fourth part explores the causes of the disconnection of knowledge and behavior in primary school moral education.Based on the current situation of the disconnection of knowledge and behavior in elementary school moral education and the survey data on the problem of disconnection between knowledge and behavior in primary school moral education,the cause of the disconnection of knowledge and behavior in primary school moral education is summarized and analyzed.The four reasons for this are the contradiction in the evaluation standards of school moral education,the low emphasis on school moral education,and the heavy task of teachers.The fifth part proposes measures to improve the disconnection of knowledge and action in elementary school moral education.Based on the theory of life and moral education and the theory of the integration of moral knowledge and action,the overall implementation path of moral education is proposed,and the return of school moral education to life,the professionalization of teacher moral education,and school administration are proposed.The implementation of the three recommendations to improve the effectiveness of school moral education.The sixth part is the conclusion,which puts forward future research prospects for some problems in the thesis.