The first lecture: the general principles of teaching design of ideological and moral courses
The nature of ideological and moral course determines the general principles of teaching design of ideological and moral course. The teaching design of ideological and moral course is a process of setting teaching objectives, selecting corresponding teaching methods and means, and determining teaching steps based on students' life and ideological reality, in accordance with the requirements of curriculum standards, and following the law of ideological and moral formation and cognition.
First, the nature and characteristics of ideological and moral courses
In order to strengthen the education of middle school students' ideological, political, moral, legal and psychological qualities, according to the characteristics of middle school education, since the founding of New China, China has been offering courses such as ideological and political morality in middle schools. No matter what changes have taken place in its name, specific content and setting form, it is a moral education course in terms of its setting purpose and basic teaching content.
The middle school ideological and political moral course is similar to other middle school courses in teaching plan, teaching content, teaching methods and teaching evaluation, but as a course mainly responsible for moral education, its setting and function are different from ordinary cultural courses. It is the main channel and basic link for the school to systematically educate students on Marxist theory and morality (
1August 1994, Opinions of the Central Committee on Further Strengthening and Improving Moral Education in Schools), "It is the main channel of moral education in schools" (Opinions of the General Office of the Central Committee and the General Office of the State Council on further strengthening and improving moral education in primary and secondary schools to adapt to the new situation), "It is the main way of moral education in middle schools" (1February 1995, Opinions of the State Education Commission on further strengthening and improving the teaching of ideological and political courses in middle schools). Therefore, the newly compiled Curriculum Standard for junior high school clearly stipulates the nature of the ideological and moral course: this course is a comprehensive compulsory course that lays the foundation for the healthy development of junior high school students' ideological and moral character.
The ideological and political moral course in middle school contains a lot of knowledge about economics, politics, law, history, ethics, sociology, philosophy, psychology and human geography. However, compared with moral education in other subjects, it is not to impart cultural knowledge as its main function, but to educate middle school students in ideological, political, moral, legal and psychological quality with the help of these cultural knowledge.
Use subject teaching methods (including classroom teaching, social practice, guiding subject paper writing, etc. Instilling scientific values, outlook on life and world outlook to middle school students and shaping students' healthy personality, psychology and noble moral sentiments are the differences between ideological and political moral teaching and other forms and ways of moral education in schools.
Various forms and ways of moral education, such as the work of the head teacher, class meeting activities, extracurricular activities, campus cultural activities, community activities, moral education management, family education and so on, have their own characteristics and advantages. The characteristics of moral education by subject teaching method determine that the teaching of ideological and political morality course is more suitable for the nature of middle school education and the objective law and practical needs of middle school students' physical and mental growth. Moral education in middle schools is not the patent of ideological and political moral course, but the main way of moral education in middle schools, which is determined by the characteristics of middle school education and ideological and political moral course, as well as the physical and mental characteristics of middle school students.
Through teaching activities, the ideological and political moral course enables students to understand the most basic knowledge of Marxism and socialist politics, ideology, morality and legal system, helps students master scientific value orientation, moral cultivation and thinking methods, constantly improves political, ideological, moral and legal quality, and develops healthy psychological feelings and positive attitude towards life.
The course of ideological and political morality is different from other cultural courses in middle schools and other forms of moral education in middle schools. The nature and characteristics of ideological and moral course determine that the teaching of ideological and moral course should not only follow the general teaching law, but also follow the law of ideological and moral formation, and design and implement the teaching according to the objective requirements of the law of ideological and moral formation, so as to enhance the pertinence and effectiveness of ideological and moral course teaching.
Second, the laws and design principles of ideological and moral teaching
Ideological and moral course is a course to cultivate and develop students' ideological and moral character, so to understand the teaching design principles of ideological and moral course, we must first explore the laws and characteristics of students' ideological and moral character formation. The latter determines the teaching law of ideological and moral course.
The formation of students' ideological morality has its own laws and characteristics. This is a process in which knowledge, emotion, will and action interact and develop harmoniously under certain material living conditions and social environment through life experience, education and self-cultivation. All the problems in the teaching of ideological and moral course are put forward from this.
The formation of ideological and moral character stems from students' perception and cognition of real life experience. This process of moral cognition consciously or unconsciously follows the road from perceptual knowledge to rational knowledge. This is especially true in the process of obtaining certain moral knowledge through classroom teaching. This determines that the teaching of ideological and moral course must follow the cognitive law of human beings and adhere to the consistency between teaching process and cognitive process.
The generation of ideological, moral and emotional experience is not only influenced by the acquired environment and education, but also the result of the stimulation of students by external scenes and public opinion. (Healthy and unhealthy stimuli produce different moral experiences) is also a psychological evolution process in which students' own life beliefs are constantly reflected, internalized and expanded. Without one's own ideological struggle and conceptual conflict, it is impossible to have a real moral experience, which determines that the teaching of ideological and moral courses must adhere to the combination of enlightenment and introspection.
Whether it is moral cognition or moral emotion, it will eventually show up as a certain moral practice. This is a manifestation of the will to consciously overcome difficulties, selectively and persistently achieve predetermined moral goals. Without this moral will, it is impossible to form a stable ideological and moral quality. This requires the unity of cognition and behavior in ideological and moral teaching.
The consistency between teaching process and cognitive process, the combination of enlightenment and introspection, and the unity of cognition and behavior all reflect the regularity of ideological and moral teaching. This regularity determines the following principles of ideological and moral teaching design:
The principle of proceeding from the reality of students' life. The fundamental goal of ideological and moral course teaching is to develop students' ideological and moral character. Ideological and moral course is not based on students' life and ideological reality, which not only makes it difficult to achieve the consistency between teaching process and cognitive process, but also loses its basic function like passive water and trees without roots. Starting from the reality of students, it is to design teaching according to the actual situation of students, which is a fundamental proposition in the teaching design of ideological and moral courses. In the past, most successful ideological and political courses followed this principle, while those that failed and failed violated this principle.
2. Teaching guiding principles. Social life is complicated, and abstract teaching activities cannot completely answer all the questions in life practice. Only by grasping the correct direction and mastering scientific methods can students become "
Learn to survive, learn to communicate, and learn to learn. "
The foundation of. Teaching design should mainly emphasize helping students choose the correct moral position and direction, teaching students scientific moral cultivation methods and playing a guiding role in students' ideological and moral development.
3. The principle of combining teaching with practice. The scientific nature of theory lies in correctly revealing the essence and laws of things, while the purpose of theory lies in guiding people's social practice. If the teaching design is divorced from reality, it will not only make the scientific nature of the theory dogmatic and hollow, but also make it difficult for students to truly grasp and convince the scientific nature of the theory. This principle requires that the teaching design of ideological and moral course should be combined with students' life practice, give correct guidance in students' life practice, adhere to the unity of cognition and behavior, and enhance the pertinence and effectiveness of teaching.
4. Heuristic teaching principle. Scientific ideological and moral concepts cannot be spontaneously produced by students. Man is also a product of the environment) It needs to be "instilled" from the outside and combined with its own "consciousness". But this kind of "indoctrination" is not synonymous with blunt and compulsory preaching, (not the "cramming" of "I told you to listen"), nor is it "crossing the line"
Self-righteous, but suitable for students' cognitive characteristics and psychological quality, is the inspiration and stimulation of students' ideological activities, which is the principle of inspiring teaching. Through inspiration, students are guided to study independently and pay attention to their own emotional experience and moral practice. The purpose of inspiring teaching is to inspire students' self-awareness.
The external conditions of "indoctrination" have practical significance only through "introspection".
5. The principle of positive guidance. The purpose of moral education is to enable students to establish scientific ideological and moral beliefs, although there should be "discriminatory" education and "negative teaching materials"
However, from the teaching objectives, students' actual life experience and psychological characteristics, guiding students to learn socialist moral common sense and cultivating moral feelings and moral will are still the main teaching ways.
The teaching design of ideological and moral course in junior middle school should adhere to the principle of proceeding from students' reality from the guiding ideology; In terms of teaching objectives, we should adhere to the guiding principles; In the teaching content, we should adhere to the principle of combining teaching with practice; In teaching methods, we should adhere to the principle of inspiring teaching; From the teaching methods, we should adhere to the principle of positive guidance.
Third, the basic strategies of ideological and moral teaching
Teaching strategy is a means and method to implement teaching principles (following teaching rules). The teaching design of ideological and moral course should attach importance to the research and improvement of teaching strategies.
The teaching of ideological and moral courses should also follow the general teaching laws, such as the law that teachers lead the teaching process and the law that imparting knowledge and developing ability are unified.
The characteristics of ideological and moral course determine that the teaching design of ideological and moral course should follow the general law of human understanding.
Ideological and moral course is a course that causes people's "ideological storm". It can't touch people's "soul" (even one), so it is not a high-quality ideological and moral course. Any education is an activity that touches people's hearts carefully. Therefore, the teaching design of ideological and moral course should emphasize following people's cognitive laws and using scientific logical thinking methods.