The effectiveness of moral education is a matter of great concern to the education sector and even the whole society, and it is also a hot and difficult issue in moral education. It involves all aspects of school education and many related factors besides school moral education. At present, there is no ready-made and systematic research on the effectiveness of moral education at home and abroad. There has been an upsurge in studying the effectiveness of moral education in China, but there is still a lack of operational and popular research system and working mechanism. It can be said that the research on the effectiveness of moral education is in the ascendant. The Ministry of Education has issued many documents, emphasizing that schools should strengthen the effectiveness of moral education. Zhu Xiaoman, director of Sun Yunxiao Central Education Research Institute, director of China Youth Development Research Center, and Feng Enhong, former president of Shanghai Jianping Middle School, all studied the effectiveness of moral education.
However, on the road of studying the effectiveness of moral education, there is a paradox that "teaching and scientific research" is prosperous but has little effect, and research education is far from classroom and educational effectiveness. Generally speaking, these "research" and "annotation" theoretical macro-research works are too high and too low to be close to the present situation and essence of education and teaching, and it is difficult to combine teaching with scientific research. Reality urges us to change our research perspective and pursue small-scale research focusing on applied research, practical research and micro-level. As a result, a "mini-project" which originated from teaching practice, promoted educational wisdom, promoted professional development, enjoyed the research process and grew up happily, and led teachers to explore, think and solve problems came into being in the field of education, showing the trend that a single spark can start a prairie fire and was favored by front-line teachers.
This topic also takes "micro-topic" as the background, summarizes the wisdom experience in the process of popularizing education and teaching management in such a form, follows the road map of "practice-theory-practice", studies the present situation of moral education, locates the goal of moral education, discusses moral education problems, discusses moral education strategies, expands moral education ways, refines moral education contents and optimizes moral education modes, so as to improve the effectiveness of moral education in our school and promote the quality of moral education personnel.
Second, the current situation of this topic in the same research field at home and abroad, and its connection and difference.
(1) Analysis of the current research situation.
1. On the present situation of "micro-topic"
"Micro-topic" is a research topic constructed and established by teachers to solve a specific and relatively small practical problem. It does not emphasize the academic and normative nature of research and is relatively free. It is a civilian or grassroots research style. The basic characteristics of micro-project research are "small incision, short cycle, process-oriented and quick effect", and the basic concept is "problem is project, countermeasure is research, and harvest is achievement". Feng Weidong, the organizer and manager of Nantong Micro-project and director of the Institute of Education, gave a general definition of micro-project: "Micro-project" is a small project built and established by teachers to solve a specific and relatively microscopic practical problem. He also used such words to describe his micro-topic: the expression of micro-topic is micro-,free, close to the people and feasible. It is not big, and it will not make the teacher feel that there is nowhere to start; It doesn't need a strict and unified procedure, but it can be strongly personalized and personalized, and there is almost no boundary or distinction between "will" and "won't", "can" and "can't"; It is different from the scholastic research society, without aristocratic spirit, and can fly into the homes of ordinary people; Everyone can do it, and the key is whether you have done it ... Deputy Director of Rugao Education Department, Jia of Changzhou Tongji Middle School, and Luo Gang Huai, inspector of Jiangning Branch of South Normal University High School, all defined and discussed the "micro-topic". Chen Tangming wrote in Educational Theory and Practice 20 1 17. President Wang Chaosen of Daxi No.2 Primary School in Zhejiang Province put forward the development strategy of teachers' professional micro-growth, that is, "micro-topics promote the micro-growth of teachers' scientific research in weak schools".
The research form of "micro-project" has been affirmed by many experts and teachers, and its grassroots, civilian, practical, pragmatic and operability are increasingly accepted by front-line teachers, and it is gradually becoming an effective form for teaching and research institutions and schools to cultivate and enhance teachers' teaching and research ability.
2. The relationship between "micro-topic" and the research on the effectiveness of moral education
Although "micro-topic" research activities can play a positive role in improving teachers' education and teaching quality, the author conducted an advanced search in the full-text database of China Basic Education Journals on 20 1999-20 13, and the search match was accurate. This shows that the research on the effectiveness of moral education under the background of "micro-topic" or the research on "micro-topic" of moral education has not yet achieved results or there are few obvious achievements. Baidu search keyword "micro-moral education effectiveness" failed to find relevant terms. Searching for "micro-moral education" found that in June 20 12, Xu Xiaoxia, a teacher from the No.4 Middle School affiliated to East China Normal University, presided over a county-level project "Research on the Innovation of Micro-moral Education in Schools", which is currently under study. At the end of 20 12, Peihong Ethnic Middle School and urban and rural junior middle schools in Nanning launched a micro-thematic exhibition on moral education around the theme of "Let the moral education major develop". There are only a few dozen items about moral education "micro-topic" research, and most of them are planning or research, and some are information about discipline "micro-topic" research.
3. Summary of domestic research on the effectiveness of moral education.
The effectiveness of moral education refers to the actual effect achieved by implementing moral education in schools. The realization of the effectiveness of moral education is to implement pragmatic, hierarchical and diversified educational behaviors and activities by using the evaluation method of whether the students' acceptance degree is consistent with the moral education objectives, so that the moral education objectives can be internalized into the students' ideological and moral components, causing quantitative change to qualitative change and producing the effect of matching words with deeds. The author investigated and analyzed the research status of moral education effectiveness, and found that the domestic research in this field is in full swing, but there are different opinions: Teacher Zhao Jinfang of Maanshan Town Central Primary School in Yitong Manchu Autonomous County, Jilin Province pointed out in the article "Exquisite Little Things Improve the Effectiveness of Moral Education": From a microscopic point of view, moral education in schools is the connection of educational little things. To achieve the great goal of grasping moral education, we must not let go of every little thing easily, but grasp every little thing. In the article, Mr. Wu Guosen, the first primary school in Pingshan District, Baiyin, Gansu Province, expounded the viewpoints and practices of "four modernizations" to improve the effectiveness of moral education, namely, the networking of moral education management, the institutionalization of moral education work, the systematization of moral education content and the standardization of moral education research; Teacher Gao Bo of Weifang Engineering Vocational College pointed out in the article "Changing Moral Education Mode and Improving Moral Education Effectiveness" that in order to improve moral education effectiveness, it is necessary to realize the transformation from binding moral education to developmental moral education and from one-way moral education to two-way interactive moral education. Teachers from Peixian Experimental Primary School in Xuzhou City, Jiangsu Province, Mr. Xu from Nan 'an Middle School in Fujian Province, and teachers from Shexian No.2 Middle School in Hebei Province all wrote about this.
4. Research status of effectiveness of moral education abroad.
There are far more researches on this issue abroad than we do, and they have formed a complete set of moral education theories through research.
Britain is a country that advocates "gentlemanliness", but it is difficult to find a special moral education course. The main channel of their moral education is the teaching of various subjects. The British Basic Law on Education clearly stipulates that all kinds of schools at all levels should take civic literacy education as the basic task and goal of teaching, and at the same time, it requires that any teaching must run through the educational principle, that is, moral education and civic quality education should be organically infiltrated into all kinds of teaching. Moral education in the United States mainly spreads and inculcates the American Constitution and the Declaration of Independence as the highest classics, and at the same time publicizes the political system of separation of powers and the values of democracy, freedom, equality and fraternity in the United States. The Singapore government, on the other hand, has set up a "life education course", proposing that moral education should be "three considerations and five stresses", that is, personal, social and national considerations; Pay equal attention to legal education and human kindness; Ideal and reality walk together; Emphasize the national conditions, national interests, Singapore characteristics, content and form to meet the requirements of the times, the education in the story. German primary and secondary schools require students to "have the necessary ideological quality and behavior norms, so that they have the dedication to social life and scientific and technological development." 1July, 996 16, Japan's 15 Central Education Review Committee published the first consultation report "The Development Direction of Japanese Education in the 20th Century", which wrote: No matter how the society changes, children can find problems by themselves, think for themselves, take the initiative to make judgments and actions, have good quality and problem-solving ability, and are self-disciplined and good at it. At the same time, a healthy body is also indispensable. South Korea "establishes an education system that respects learners' different personalities and maximizes people's morality, sociality, aesthetics and creativity." "In this way, the potential of all learners can be maximized." This is very similar to Japan and Germany.
Considering the present situation at home and abroad, the research on the effectiveness of moral education in China needs to be strengthened in two aspects. First, some schools do not know enough about the effectiveness of moral education, and their work is passive, becoming a mere formality and engaging in fire-fighting moral education. As a result, they did a lot of work, but the effect was poor; Second, more schools only pay attention to the effectiveness of moral education in practice, never study the regularity, and ignore the research and discussion on the effectiveness of moral education in mechanism and theory, so that the effectiveness requirement of moral education can not become the conscious action of educators, nor can it become a long-term mechanism. In this way, the effectiveness of moral education cannot be maintained for a long time. In the study of the effectiveness of moral education, most researchers still stay at the level of studying practical problems, but there are few documents that can carry out valuable theoretical and practical research from the perspective of moral education and its various influencing factors. There is less research on group moral education through the framework of "micro-topic".
(2) This question has both connections and differences.
The effectiveness of school moral education is a hot issue of great concern to the education sector, and it is also a major and difficult issue faced by school moral education. In order to effectively improve the effectiveness of moral education in middle schools, it is necessary to explore and study the concept and main influencing factors of moral education effectiveness in order to guide moral education practice. In recent years, theoretical research and practical exploration to improve the effectiveness of moral education have their own emphasis. The research on the effectiveness of moral education from the perspective of "micro-topic" combines theory with practice. Through the formation, implementation and management of "micro-topic" groups, teachers' educational concepts are changed, teachers' educational mentality is adjusted, teachers' moral education ability is improved and teachers' moral education charm is enhanced.
To study the effectiveness of moral education is to explore ways to improve the effectiveness of moral education. The significance of this topic lies in finding ways and means to improve the effectiveness of moral education in junior middle schools through the study of "micro-topics". Through the study of group moral education under the framework of "micro-project", we can theoretically understand the importance, necessity and urgency of improving the effectiveness of moral education, understand the role played by schools, families and society in students' moral education at present, find out the existing problems, theoretically explain how schools, families and society cooperate with each other to achieve the maximum effect of moral education, explore how school departments and class teachers cooperate with each other to improve the effectiveness of school moral education, and explore the best way for schools to effectively carry out moral education. In practice, the first is to establish a network mechanism of students' moral education through research and exploration, so that the education of family and society can coordinate and interact with the education of schools, form a joint force, prevent the phenomenon of "5+2=0" and establish the first line of defense. The second is to explore the establishment of an effective moral education network mechanism within the school. Between all departments of the school, the head teacher and teachers of all subjects should share the responsibility of educating people, form an organic whole, work together to carry out moral education and establish the second line of defense. Third, through the research on group moral education with the framework of "micro-topic", explore ways and methods to improve moral education, improve the theoretical level of school administrators and class teachers, and make the moral education management of class teachers systematic and effective.
In a word, it is the fundamental significance of this study to find the best way and method to improve the effectiveness of school moral education from theory and practice.