A Study On The Moral Education Management Of Junior Middle Schools In Stratified Classes

The core of education lies in cultivating students’ good ideological and moral character and shaping students’ sound personality,so as to promote students’ all-round growth.The 18 th National Congress of the Communist Party of China put forward that "the fundamental task of education is to cultivate talents through the establishment of morality".With the development and progress of The Times,the country and society have put forward higher requirements for education,especially moral education.At the same time,with the in-depth reform of examination system and curriculum,as well as the urgent needs of individualized teaching and students’ individualized development,the stratified class-based teaching system in senior high school has gradually become the basic form of senior high school teaching in many places,and more and more provinces(regions,municipalities)have also begun to reform the stratified class-based teaching system in junior high school.Stratified class teaching has achieved remarkable results in respecting the development of students’ individuality,expanding students’ independent choice and promoting students’ all-round development.But at the same time,the flexibility,variability and discreteness of the stratified class-based teaching system also bring a series of problems to the moral education management of the school.For example,the traditional organizational structure and management system of the school are faced with impact,the moral education function of the administrative class and the head teacher is weakened,it is more difficult to carry out psychological counseling for students,the system for everyone to participate in moral education is not perfect,and the difficulty of home-school cooperation in moral education is increased.Junior middle school students are in the turbulent period of psychological and moral development,which is a critical period for character shaping and value formation.Therefore,middle schools that implement the shift system should pay more attention to the problem of moral education management,take targeted measures to optimize and perfect the moral education management mechanism.This study attempts to study the effectiveness of moral education management in middle school stratified class by case analysis,questionnaire,literature review and other methods,in order to provide some practical reference for middle school stratified class system moral education management.The author selects A Middle school in Chengdu,which has carried out stratified class teaching in junior high schools in the province earlier,as the research object.Firstly,the process,methods and effects of stratified class teaching in this school are systematically introduced.Then,in view of the effectiveness of the adjustment made by the school in the organizational structure of moral education management,full education,symbiotic ecology,home-school collaboration and other aspects to adapt to the hierarchical class system,Questionnaires and interviews were conducted among school leaders,teachers,class teachers,students and parents with the indicators of overall impression,operation fluency,interpersonal relationship,collective concept,peer group effect,team sense of belonging,sense of rules,self-restraint,and model driving force.The results show that there are the following problems in the effectiveness of school moral education management under stratified and class-walking:One is the traditional management system,the other is student engagement is abate,three is the student psychological support weakening,four is the administrative class moral education carrier function weakened,five is abate,the teacher in charge of moral education methods six is subject teachers to participate in the moral education work’s enthusiasm is not high,seven of the moral education system is not sound,eight is enough moral education and teaching and practice fusion,nine is the coordination of home school moral education.In view of the above problems and reasons,this paper puts forward a series of improvement countermeasures and suggestions to the school moral education work under stratified class running from the aspects of perfecting the management system,optimizing the full staff system,strengthening the psychological support,optimizing the content and implementation way of moral education,cultivating students’ self-management ability,and strengthening home-school moral education cooperation.I hope to provide some reference for the relevant theoretical research while clarifying the working orientation of myself and my school,and provide a reference for removing the false and preserving the true,removing the coarse and selecting the essence in the practice of stratified class localization.