Because the head teacher is the education and manager of the class, he often stays with the students. Therefore, the head teacher's thought, behavior and moral quality directly affect students' attitude towards study and life. Junior high school students are at the age of enthusiasm and curiosity for new things, with immature value evaluation system and lack of ability to judge things, and often "follow the trend". For this reason, the head teacher, as the "influence source" of students, should fully realize the importance of his due behavior, which is called "teaching by example". In addition, teachers should constantly improve their moral education quality. Wang Fengxian, honorary professor of Northeast Normal University, pointed out: "The connotation of moral education quality is constantly expanding and rigorous with the continuous improvement of moral education concepts and entities, the continuous enrichment of moral education experience and the scientific achievements of moral education theory." Therefore, the head teacher should strengthen the study of moral education thought with the development of the times, consolidate the existing experience in time, and scientifically apply it to the actual moral education work. Moral education in junior high school is still in a weak link. Through regular discussion and training, class teachers can update their educational concepts, consolidate their teaching methods, and truly give play to the teaching policy of "student development-oriented".
Second, the integration of moral education and psychology.
From a psychological point of view, students entering junior high school is also a turning point in their lives. During this period, teenagers' thinking gradually turned from empiricism to theorism, but they were not satisfied with simple preaching and ready-made conclusions. Because they are immature, they are easy to be stubborn and extreme. Therefore, pure moral preaching is obviously unwise and unscientific.
Middle school students are in the period of basic education in which their thoughts are gradually formed. During this period, their psychology is changeable, their mood is unstable, their thoughts are active, and they are easy to receive good ideological and moral education, but they are also easy to be eroded and hurt by bad ideas and ugly phenomena. Therefore, regardless of family, school or society, we should adopt various ways and means that are easy for teenagers to accept and understand, combine imparting knowledge with cultivating sentiment and forming good behavior habits, combine personal success with national future and social needs, and combine ideological and moral education with historical education and situational education, so that the majority of teenagers can feel the same feelings in the good educational environment of family, school and society and grow into ideal people.
At this time, moral education should be used flexibly and master the methods of using "silence" and "sound". When dealing with some things, the class teacher doesn't have to teach by example. Silent concern may be more appropriate and can make students feel warm. In addition, due to the rapid physical changes of junior high school students and the prominent secondary sexual characteristics, many students will feel shy, and at the same time, they will feel that they have grown up and begin to look at their surroundings critically. Some students will also rebel against teachers and parents, which is the so-called "rebellious period". Therefore, as the main force of students' ideological and moral education, the class teacher should pay more attention and patience to the students. In fact, the head teacher is also the "psychological counselor" of the students. The head teacher of a student who has suffered psychological setbacks should rely on his keen observation, find out early, choose the right place and opportunity, and have a sincere heart-to-heart conversation with the students. Infect students with teachers' positive and optimistic attitude, so that students can establish self-confidence and firmly believe that "since God has given talents, let them find jobs!" . At the same time, class teachers of different ages should give full play to their age advantages and show friendship and affection. Let students fully feel respected by adults and experience an emotional sense of belonging. In a word, teachers' morality education should be carried out on the basis of fully respecting students' thoughts. Although students' minds are not mature at this stage, teachers as "psychological counselors" should be patient and wise, respond flexibly to students' problems and cultivate students' good psychological environment.
Third, home visits or communication with students' families are essential.
Students' moral education needs the participation of teachers and parents. However, a large number of students are extremely tired of the head teacher's home visit, fearing that the head teacher will "report", and some are afraid that the head teacher will see that he is a single-parent family or a poor family. As mentioned above, the growing students have strong self-esteem, so in the face of this situation, teachers should change the way of communication with parents, gradually establish students' confidence through the infection of both teachers and students, dare to face the reality frankly, and establish a good moral value orientation on this basis.
Fourthly, necessary participation in social life is an important link to improve students' moral level.
The head teacher should fully tap the existing social resources and actively carry out various activities. For example, organize students to participate in fund-raising activities, take care of the elderly, and do environmental protection initiatives. Finally, according to the students' speeches and discussions at the weekly theme class meeting, a scientific moral education evaluation is made, so that teachers can reasonably arrange the next moral education work. Organize a large-scale social practice every semester. The main forms are: entering welfare homes to express condolences to the elderly; Go into the vegetable greenhouse and receive labor education; Walk into nature and feel the charm of nature; Sacrifice to sweep the martyrs cemetery and receive revolutionary traditional education. These activities expand the space of moral education, deepen the connotation of moral education, close the relationship between schools, families and society, and give full play to the educational function of moral education network.