The arrival of the era of knowledge, globalization, informatization, and networking has put forward higher requirements for human quality standards, so that everyone can adapt to the living environment of society and meet the needs of all aspects of society in the future. It is particularly important to meet the challenges in terms of communication and cooperation with people in society, and to base ourselves on society, serve society, and contribute to society with a strong sense of social responsibility. Children and adolescents are the future socialist citizens, and their moral quality and abilities will affect the development of society. Therefore, school education must be people-oriented and teach students to learn to behave and become useful social people. This is an inevitable trend in the development of today's society. The development of students' moral qualities and abilities cannot be separated from students' activities. The theoretical core of moral education is personality-activity-development. The extent and level of personality development depends on the internalization of students. Both internalization and externalization are realized through activities as a medium. Activity is the mediator in the formation of personality. Autonomous moral education activities provide students with conditions suitable for personality development, help students tap their potential, and promote their personality to develop harmoniously, comprehensively and fully through activities. The student development concept of innovative education believes that whether students' life entities can continue to develop healthily, especially whether they can continuously enhance their innovative qualities, mainly depends on two key factors: first, students achieve development in practical activities; Without practical activities, students' development becomes water without a source; secondly, students' development is determined by themselves, and no one can replace students' learning and development. Based on the above views on student development, we proposed the "" project research, hoping to broaden students' horizons, cultivate students' sentiments, and stimulate students' innovative abilities through practical activities. 2. Definition of the concept The so-called "moral education activities" refer to the activities of moral education for students. It is a practical activity that transforms social ideas, codes of conduct and moral concepts into the individual ideological and moral character of the educated. "Independent innovation" is mainly manifested in that students are the masters in activities and actively participate in activities; come up with ideas and have independent opinions in activities; are the main body of activities; can judge, compare and solve problems; dare to compete and be courageous in activities Innovate and learn to cooperate. Activity-based teaching believes that activities and development are a pair of basic categories of learning, and activities are the only way to achieve development. Students' subjective activities are the basis for the development of students' cognition, emotion, and behavior. Regardless of the development of students' thinking and wisdom, the cultivation of innovative spirit, or the formation of emotions, attitudes, and values, they are all achieved through the process of interaction between subject and object. The intermediary of the interaction between subject and object is the various activities in which students participate. If education wants to change students, it must first allow students to act as subjects. The cultivation of students' innovative spirit and practical ability is achieved in students' independent activities of crazy learning, and is not imposed on students by the outside world. From this perspective, the key to innovative education or the direct task of teaching is to create activities for students, to provide students with appropriate activity goals and objects, as well as activity methods and conditions required to achieve the goal of cultivating innovative spirit. and environment. 3. Theoretical basis 1. The awareness of cultivating students’ independent innovation spirit in moral education activities has been around since ancient times. The famous ancient Greek philosopher Plato's "Children's Playground" emphasizes telling stories and playing games to children, providing moral education to children through music, singing and other activities, and cultivating children's active participation and innovation awareness; French enlightenment education in the 18th century Rousseau paid great attention to "direct experience" and emphasized that "there are no books outside the world and no teaching materials outside of facts", and advocated a new education model that adapts to nature. In fact, it already contains the basic idea of ??"activity education"; the concept of activity education in the modern sense It can be said that it was proposed by the American philosopher and educator Dewey. He believes that moral education cannot only inculcate "concepts about morality", but must cultivate "moral concepts". It is believed that allowing children to participate in collective cooperative activities is an important way to develop character. One of the important tasks of the school is how to organize various activities reasonably, develop children's moral thinking, enrich moral experience, and form moral principles in the activities. behavioral habits. 2. In 1992, our country promulgated the "Nine-Year Compulsory Education Full-time Primary School Curriculum Plan (Trial)" and began to explicitly incorporate "activities" into school curriculum plans, and pointed out that "activities complement each other in the implementation of all-round development education." Activity-based courses have also become the main part and leading course in moral education courses. 3. The laws of moral education remind us: “Good moral quality must be actively constructed through moral practice activities in which students participate independently.” Suhomlinsky once said: “To know that truth can only be obtained and experienced by students in person, Only after it becomes their own personal belief can it truly become their spiritual wealth. "The biggest flaw of traditional moral education is that it artificially separates moral education from the reality of life, causing a huge gap between our investment in moral education and our output. To solve this problem, moral education must move away from the politicized, abstract, and empty kingdom of preaching and return to social life and learning life. Carry out autonomous moral education activities, allowing students to act independently, become masters in activities, actively participate in activities, accumulate self-practice experience through personal experience, stimulate their desire for self-education, improve their ability to educate themselves, and cultivate independent innovation spirit.

4. Research objectives and content of the project: By carrying out independent moral education activities, we break through the closed education model and move toward life, nature, and society, so that students can cultivate their sense of rules and develop students' awareness of rules in the practice of self-experience, independent exploration, and problem-solving. Self-education ability, improve self-control and self-protection abilities, enhance social responsibility, learn to care and cooperate, and be brave in innovation. Specific objectives: 1. In view of the situation in traditional education that emphasizes knowledge infusion and neglects ideological and moral education; emphasizes preaching and neglects practice, develop students' self-education abilities and improve the effectiveness of moral education by carrying out independent moral education activities. 2. Based on the social inadaptability of modern children: such as poor awareness of independence, little life experience, weak sense of responsibility, reduced communication ability, weak frustration, and deviations in values, develop experiential, exploratory and other autonomy Moral education activities to improve the pertinence of moral education. 3. The times are developing and society is changing, which has put forward new requirements for our education. In order to equip our students with the qualities and abilities they should have to adapt to society, we must constantly improve and adjust the content and form of moral education, and explore the role of moral education. Timeliness and modernity. Research content: Based on the "Primary School Moral Education Outline", "Code for Primary and Secondary School Students", and "Daily Behavior Standards for Primary School Students" (Trial), based on the physical and mental development patterns and moral education needs of students of different ages in our school, combined with the school's accumulated success in carrying out moral education activities Experience, using four series of activity-based moral education courses such as morning meetings, theme class activities, various practical activities, and traditional school education activities as carriers, using the new curriculum concept to study "taking activities as the main form and moral education as the content" Activity-based moral education in primary schools. 5. Research methods, means, approaches, etc. This topic uses action research method as the main method to explore a moral education system that "takes activities as the main form, moral education as the content, and cultivates students' innovative spirit as the purpose"; it is supplemented by the survey method. Research methods: 1. Use the questionnaire method to conduct questionnaires on students of different ages to understand students' needs for moral education activities, analyze the recognition and regularity of moral education activities, and determine the feasibility of the research content. 2. Establish a moral education activity curriculum network: First, rely on class activities and morning meetings to improve class activity courses and moral education morning meetings; second, rely on Young Pioneers activities, major festivals and anniversaries, and regular theme education activities. Study the design and implementation of specific moral education goals, content, approaches, and methods to make moral education activities appear systematic, scientific, and feasible. And the effectiveness is determined through the rating method. 3. Teachers design and implement moral education activity plans to improve teachers’ ability to control moral education activity courses. By understanding the needs of students' moral education activities and starting from the students' actual conditions, teachers are organized to carry out the design of moral education activities that embody the comprehensive development of students. Moral education activity program. 6. Main steps of research 1. Initial stage (2006.3.-2006.6.). (1) Literature research and plan formulation. (2) Project demonstration. (3) Establish a research team and train researchers. (4) Carry out preliminary testing work before the experiment and start data accumulation. 2. Comprehensive implementation stage (2006.9.-2008.6.) (1) Project research. (2) Periodically summarize and adjust and enrich the plan. (3) Continue to research, adjust and improve. 3． Summary stage. (2008.9.—2008.12.) (1) Organize and analyze the materials and data obtained in the research. (2) Write research reports, summarize and organize experimental results. (3) Topic identification and conclusion. 7. Main members of the research team Zhou Zhenglong and Jin Juba. Estimated research results 1. Experimental report. 2. Research papers. 3. Implementation experience. 4. Activity plan design. 5. See you in the teaching class.

6. Others