Research On The Implementation Dilemma And Improvement Strategies Of Inquiry Teaching In Elementary School Morality And Rule Of Law

Under the impact of multi-cultural,the development of social values today emphasizes the cultivation of people with moral judgment and selection ability,coupled with the requirements of moral education in the new era,school education needs to cultivate people with both ability and morality.In school moral education,moral education classroom teaching is an important way to cultivate students' good moral character.Its effect is directly related to the growth of students' moral character.Therefore,it is necessary to vigorously promote the reform of moral education classroom in primary and secondary schools and change the teaching mode of moral education.Throughout the primary school moral education classroom,the current moral education teaching still has the "taste of traditional classroom",moral education teaching in guiding students to explore moral issues,internalizing the understanding of moral values is still insufficient.Therefore,this study will carry out theoretical and practical research on the implementation of inquiry teaching in primary school moral and rule of law classroom through literature research,classroom observation and case analysis.Inquiry teaching refers to the teaching method that students learn,explore and think independently around problems under the guidance of teachers,and then seek solutions to problems and construct knowledge independently.It emphasizes that students acquire knowledge by inquiry and research.This kind of knowledge is vivid and profound,rather than ready-made and far-reaching conclusions.One of the preconditions for the implementation of inquiry teaching in primary school morality and rule of law classroom is that morality can be acquired through inquiry,because in terms of psychological structure,moral quality includes four elements:knowledge,emotion,will and action.Moral education should develop morality by combining knowledge with action,and inquiry can realize the development of morality by combining knowledge with action.In addition,the proposition of whether morality can be taught also contains the possibility of moral inquiry,because the discussion of moral issues can lead to moral thinking of the subject,make moral choices,and form a certain moral impact.Inquiry teaching in moral education refers to the activity or process in which students actively explore under the guidance of teachers,conduct moral analysis and moral judgment in the context of certain moral situations and moral problems,constantly make choices and reflections,independently seek solutions to moral dilemmas,and obtain moral promotion and moral experience.It is different from the inquiry teaching of general knowledge.The inquiry teaching of moral education focuses on the cultivation of moral knowledge,moral emotion,moral will,moral behavior and ability,especially the process of students' moral inquiry.Through the research,it is found that there are many difficulties in the implementation of inquiry teaching in the primary school moral and rule of law classroom,which are mainly manifested in the following four aspects:the lack of attention of teachers,the formalization of inquiry teaching,the narrowing of inquiry teaching,the unreasonableness of inquiry goal setting,and the unreasonableness of problem setting,which are mainly caused by teachers,students,environment and evaluation.Through the theoretical reflection on the practical problems,this paper further puts forward the improvement strategies of inquiry teaching in primary school moral and rule of law classroom.This study believes that the effective implementation of inquiry teaching in primary school moral and rule of law classroom needs to pay attention to the implementation principles,implementation process and development conditions.Specifically speaking,in terms of implementation principles,inquiry teaching should adhere to the principles of subjectivity,problem,methodology,motivation and ethics.The implementation process of inquiry teaching should include five aspects:creating inquiry situation,organizing inquiry activities,solving inquiry problems,sharing inquiry results and evaluating inquiry classroom.In terms of development conditions,it mainly includes the explorability of teaching content,the moral quality of teachers,the knowledge foundation of students,a good exploration environment,the cultivation of students' main body,and the value guidance of teachers.