A Research On The Understanding Of Subject Moral Education Of Middle School Science Teachers

The report of the 20th National Congress of the Communist Party of China(CPC)pointed out that the fundamental point of educating people is to establish morality and emphasize moral education first.Subject moral education is a moral approach that relies on subject teaching,exerts moral influence on students in a planned and purposeful manner,and promotes students to achieve the unity of knowledge learning and moral development.It is an important way to implement "cultivating morality and cultivating people.".Science has a unique value in discipline moral education,but the current framework of science discipline moral education in junior high schools is not unified,and teachers’ understanding of discipline moral education has an important impact on the implementation of discipline moral education.This study uses semi structured interviews and questionnaires to conduct research around two research questions: "What are the characteristics of junior high school science teachers’ knowledge of subject moral education?" and "What are the factors that affect junior high school science teachers’ knowledge of subject moral education?".Through semi structured interviews with experts and frontline teachers and predictive analysis of the questionnaire,the content framework system of subject moral education was improved and revised to form a scale with four dimensions of rationality,quality,belief,and sentiment;Through the data analysis of the questionnaire and semi structured interviews,the overall analysis and group difference analysis of junior high school teachers’ understanding and influencing factors of subject moral education were conducted.The study found that junior high school science teachers generally performed well in their understanding of moral education in science disciplines,with a high overall recognition of moral education in science disciplines,with the highest recognition of the "rational" dimension and the lowest recognition of the "belief" dimension.There are differences in junior high school science teachers’ understanding of the secondary dimensions of discipline moral education,with the highest degree of identification with "rigorous and realistic" and the lowest degree of identification with "scientific discipline beliefs.".There are significant differences between junior high school science teachers with different professional titles and teaching years in their understanding of moral education and various sub dimensions of junior high school science disciplines,while there are no significant differences between gender,teaching grade,and educational background.The influencing factors of junior high school science teachers’ understanding of subject moral education include past learning experiences,scientific teaching practices,campus cultural environment,and personal learning exploration,with past learning experiences having the greatest impact.There are significant differences in the perception of influencing factors of junior high school science teachers’ knowledge of subject moral education among different teaching years and grades,while there are no significant differences in the perception of influencing factors of junior high school science teachers’ knowledge of subject moral education among different professional titles,educational qualifications,and whether they have teacher training experience.