Question 1: The social function of moral education refers to the extent to which school moral education can play a role in society, mainly referring to its political, economic and cultural functions that have an impact on social politics, economy and culture. Individual sexual function Individual sexual function can be described as the influence of moral education on individual survival, development and enjoyment, in which the enjoyment function is the essence and the highest realm. The core task of moral education is to endow each individual with scientific values, moral principles and behavioral norms. The educational function of moral education has two meanings: one is the "education" or value attribute of moral education; Second, the role of moral education as an educational subsystem in the parallel system, and the promotion of moral education in intellectual education, physical education and aesthetic education. There are three things in common: 1) motivation; 2) directional action; 3) Support in habits and methods.

Question 2: What are the moral education models? First, the moral education model of "learning to care"

"Learning to care" is the educational concept of 2 1 century. It is also a practical educational model. The moral education model of "learning to care" is a moral education model based on moral learning. It takes "learning to care" as its basic point and core, and it is a process in which moral education changes from "cultivation theory" to "learning theory", or in other words, it is a process in which the focus of moral education gradually shifts from education and cultivation to autonomous learning. The transformation of moral education from compulsory education to independent moral learning is more in line with the law of virtue formation. More importantly, it promotes the transformation of giving and receiving and the relationship between people in education. The operation method of "learning to care" moral education mode is mainly divided into two aspects. On the one hand, it is to create a care system, on the other hand, it is a specific way to guide the study of care quality, which mainly includes moral practice, post service system, moral game, care narrative and so on. "Learning to care" takes the route of "practice, experience and cognition".

Second, appreciate the moral education model.

There are always huge contradictions in moral education, that is, the contradiction between teachers' value orientation and the independent construction of moral learning subjects, and the contradiction between moral relativism and absolutism. The basic assumption of "appreciation-oriented moral education mode" is that if the content and form of moral education can be regarded as a beautiful painting and a beautiful song, then people who meet this painting and this song will freely accept this painting, this song and its connotation value in appreciation. In this way, the specific goal of appreciation moral education mode is "moral learning is completed in appreciation" Logically, the realization of this goal can be manifested in three aspects: first, the establishment of staff or partnership between teachers and students; The second is the aestheticization of moral education situation and elements; The third is to cultivate the ability of value choice and creation through "appreciation". In the process of moral education, there is an aesthetic object that can be appreciated by students, that is, "the beauty of moral education", which is the premise of appreciating moral education. The aestheticization of various elements in the process of moral education is the key to construct this model. Therefore, we must create and appreciate the beauty of form, work and example in moral education activities.

Thirdly, the dialogue moral education mode.

In the practice of dialogue moral education mode, there are some basic strategies: first, create a free communication scene; Second, encourage students to express themselves; Thirdly, cultivate students' questioning consciousness; Fourth, build an open discourse model.

The disadvantages of moral education in our school are mainly manifested in three aspects: first, the content of moral education is divorced from the life world; Second, emphasize the moral education methods of indoctrination and preaching. Ignoring students' subjectivity; Third, the separation of educators and educatees. The focus on "dialogue" in the conversational moral education model is helpful to make up for the shortcomings in traditional moral education and is of great significance to the current moral education construction: first, moral education dialogue emphasizes the connection between dialogue content and life world; Secondly, moral education dialogue emphasizes the importance of understanding; Thirdly, moral education dialogue is a dialogue between people, not the relationship between non-human and things. Moral education dialogue is a process of psychological communication between teachers and students, which includes a series of links. In order to ensure the smooth progress of moral education dialogue, we should pay attention to the following problems: teachers and students should treat each other equally in the dialogue; Teachers and students have common words and abide by certain rules; The attitude of dialogue between teachers and students should be sincere; Teachers should step by step and put forward corresponding requirements according to students' moral development level.

Fourthly, the activity moral education mode.

The "activity" in the activity moral education mode refers to the external activities of individuals with moral significance or function, or external activities that affect individual moral consciousness, moral behavior and regulate interpersonal relationships. It at least includes games, labor, external cooperation among students and other collective activities in which students actively participate. In addition, "activity" has its moral development and moral education significance, which is mainly reflected in two aspects: first, activity is the root and motive force for the formation and development of individual morality; Second, activities are the real foundation of students' self-education.

Because the "activity" in the activity moral education mode must be students' free and independent activities, teachers will shoulder more responsibilities.

Verb (abbreviation of verb) life-oriented moral education model

Life-oriented moral education is essentially different from the previous physical education and moral education, which is mainly manifested as follows: first, life-oriented moral education is based on the current, natural and real life for students; Secondly, life-oriented moral education advocates that school moral education is "human" education, and students' personality and subjectivity must be respected; Thirdly, life-oriented moral education focuses on changing and deepening students' moral "emotion". The implementation of life-oriented moral education must adhere to three basic principles, namely, the principle of subjectivity, the principle of dominance and the principle of innovation. ......& gt& gt

Question 3: What are the contents of traditional moral education? Moral education content 1. National spirit education

With patriotism as the core, cultivate and carry forward the education of the great national spirit of unity, peace-loving, diligence, courage and self-improvement;

China's traditional virtue and revolutionary traditional education;

Innovative spirit education.

2. Education of ideals and beliefs

Basic knowledge education of economy and politics with * * * theory and * * * important thought as the main content;

Basic knowledge education of dialectical materialism and historical materialism;

Based on the post, contribute to the social career ideal education.

3. Moral quality and civilized behavior education

Collectivism and socialist humanitarian education;

Social morality and family virtue education;

Pay attention to the professional ethics education of honesty and dedication;

Education and training of students' daily behavior norms, communication etiquette and professional etiquette;

Cherish life and stay away from drugs;

Environmental protection education.

4. Law-abiding education

Basic knowledge education of law;

Professional discipline and post standard education;

Consciously abide by school discipline and educational rules and regulations.

5. Mental health education

Basic knowledge education of mental health;

Psychological counseling, counseling and assistance.

In addition to the above series of educational contents, secondary vocational schools should also carry out current affairs policy education with the development of economic and political situation.

Question 4: How to remove the odor in the refrigerator? Wash and dry the orange peel or cut the lemon into small pieces and put it in the refrigerator to remove the odor. Pour vinegar into an open glass bottle and put it in the refrigerator, and the deodorization effect is also very good.

Put the scented tea into a gauze bag and put it in the refrigerator to remove the odor.

Baking soda is put in two wide-mouth glass bottles (with the caps open) and placed on the upper and lower floors of the box to remove the odor.

Question 5: What specific contents does moral education management include in strengthening school moral education management?

Moral education is an important part of implementing quality education in schools. It runs through the whole process of school education and teaching and every aspect of students' daily life, and permeates intellectual education, physical education, aesthetic education and labor education. It plays a guiding, driving and ensuring role in the healthy growth of young students and school work. Moral education in primary schools is the basic project of socialist spiritual civilization construction, the basic education to improve the ideological and moral quality of the whole nation, and the starting point for cultivating qualified citizens. Moral education in primary schools is a basic education, which should lay a good foundation for students' moral, intellectual and physical growth and development, and for students to step into society. At the same time, the Decision of the Central Committee and the State Council on Deepening Education Reform and Promoting Quality Education in an All-round Way points out that to implement quality education, moral education, intellectual education, physical education and aesthetic education must be organically unified in all aspects of educational activities. School education not only pays attention to intellectual education, but also attaches importance to moral education, and also strengthens physical education, aesthetic education, labor technology education and social practice, so that all aspects of education can penetrate each other and develop harmoniously, and promote students' all-round development and healthy growth. Therefore, schools must put moral education in an important position, seriously study the policy documents of moral education, raise awareness, and establish the idea of teaching and educating people. In order to ensure the smooth implementation of school moral education, in recent years, we have strengthened the research on school moral education management. The main methods are as follows:

First, improve the school moral education management system.

School moral education management needs a sound organization. We have established a three-level management network of schools, departments and classes, and defined the responsibilities of moral education management. The moral education leading group, which is composed of the principal, the director of moral education, the group counselor and the head teacher, can form a vertical connection from the principal to the most basic class, and communicate the horizontal connection between the guidance office and the general affairs office, so that the moral education work in the school is closely linked up and down, with flexible command and smooth information, giving full play to the effectiveness of moral education management and ensuring the implementation of moral education work in the school organizationally.

Two, clear responsibility, mobilize the enthusiasm of every moral education worker.

To play the role of moral education organizations, it is necessary to clarify the responsibilities of all kinds of school personnel in moral education and mobilize the enthusiasm, initiative and creativity of moral education workers in order to implement moral education. To mobilize the enthusiasm of teaching staff, we must first mobilize the enthusiasm of managers to educate people. Learning the Outline of Moral Education in Primary Schools, the Rules of Moral Education in Primary and Secondary Schools and the principles and policies of the Party and the State, unifying understanding and acting in concert, and establishing and implementing the objectives and steps of moral education not only clarify responsibilities, but also have certain scope of authority and interests. Secondly, we should mobilize the enthusiasm of educators. First, arouse the enthusiasm of class teachers and strengthen class management. Because the class is the basic unit of school education and teaching, the head teacher is the organizer and commander of the class work, the backbone of the school to implement the educational policy and promote the all-round and healthy growth of students, and the backbone of the school's moral education work.

In order to arouse their enthusiasm for educating people, the school has formulated the post responsibilities, assessment rules and allowance standards of class teachers higher than the national standards, and gives priority to comrades with outstanding performance in class teachers in terms of evaluation, evaluation and promotion. For example, in the case of limited evaluation indicators, there are qualified class teachers, and the policy of low evaluation and high employment in the school is implemented, which is linked to salary, which greatly mobilizes the enthusiasm of class teachers and stabilizes the team of class teachers in our school. The second is to mobilize the enthusiasm of teachers in all subjects to teach and educate people. Subject teachers are moral educators who can't be ignored, and the school proposes to infiltrate knowledge-based moral education into subject teaching. Patriotism education is the main theme of moral education. The close combination of patriotism education in various subjects and subject knowledge enhances the persuasiveness and appeal of patriotism education, which can have a profound impact on students and form a strong internalization force. Moral education in various disciplines takes knowledge as the carrier, which can achieve the effect of combining knowledge with morality, teaching and educating people. The school has formulated teachers' responsibilities of teaching and educating people, as well as the specific requirements of cooperating with the class teacher to do a good job in the class, and reflected their work in the selection of good teachers in Bashu, and also included the quality of their work in the evaluation of the quality of work at the end of each period. Third, mobilize the enthusiasm of service providers to educate people. School logistics personnel play an important role in school moral education, especially in creating a campus education environment, which requires them to conceive, design and plan. The school has formulated the responsibility and system of serving and educating people. At the end of the assessment, comrades who have made outstanding achievements will be rated as good employees of Bashu and rewarded. The school is in Germany ... >>

Question 6: What is the individual function of moral education? It means that on the basis of people's commonness, people's individual differences are fully displayed, so that everyone has a high degree of autonomy, initiative and creativity.

The individual functions of moral education include:

Individual survival function,

Personal enjoyment function,

Personal development function,

Individual intelligence function and so on.

Question 7: What are the aspects of moral education curriculum construction? Moral education is an important part of basic education and the soul of promoting quality education in an all-round way. However, constrained by the traditional educational development model, the utilitarian school moral education, rigid norms and empty preaching make moral education lack hierarchy and pertinence, with less input and output, and its ideological and moral education for students is like scratching, pale and ineffective. The Outline of the National Medium-and Long-Term Education Reform and Development Plan (20 10-2020), which has just been promulgated and implemented, takes "educating people as the foundation and putting moral education first" as an important strategic theme, with special emphasis on "innovating moral education forms, enriching moral education contents, constantly improving the attractiveness and appeal of moral education work, and enhancing the pertinence and effectiveness of moral education work".

Scientific Outlook on Development and the core values of the new curriculum reform lead the school moral education. On the basis of the formed moral education experience and characteristics, based on the actual situation and development needs of the school, the 94 middle school seeks the growth point and breakthrough point of moral education innovation in the school. In order to adapt to the new situation of the transformation of educational development mode, establish curriculum as the core of education, give full play to the important role of curriculum construction in school moral education, construct a series of moral education curriculum structures, explore the integration of knowledge and practice, and improve the concept of moral education curriculum construction and implementation.

First, the construction of moral education curriculum system is to achieve the educational goal of moral education.

Under the guidance of the principal's school-running concept, the school adheres to the principle of paying equal attention to moral cognition and moral practice, combining unified requirements with personality development, and combining school education with social influence, so as to cultivate qualified middle school students with all-round development, good communication skills, international vision and good personality. In view of the fact that school moral education involves a wide range of fields, forms are flexible and diverse, and the implementation of different forms of moral education is also different, 94 middle schools first integrate moral education resources, mainly through the setting of moral education courses to implement the basic contents and requirements of moral education, and integrate the original moral education activities and methods into the generalized moral education courses to form a curriculum system, so that educational work can be more guaranteed in time and space and can be carried out persistently and effectively.

Second, three aspects of the construction of moral education curriculum system.

In the process of combing moral education courses, the school combines infiltration education with activity courses according to students' cognitive level and behavior level, so that students can rise to the conscious level of integration of knowledge and action.

(1) nourishes the cultural environment. Create a connotative cultural situation in the school, based on a kind of "peaches and plums don't say anything, when it hurts"

The unique way of "creating one's own way" has become the intermediary of students' ideological and moral internalization, emphasizing the unconscious, unconscious and subtle influence. In fact, it permeates all levels of school life and is the unity of material and spirit, tangible and intangible, dynamic and static.

1. Campus culture. Over the years, No.94 Middle School has systematically combed and optimized campus culture, focusing on creating two major cultural characteristics: one is spiritual culture, including school motto culture, class motto culture and style of study culture; Second, environmental culture, including classroom culture, corridor culture, restaurant culture, toilet culture and so on; These are all in-depth excavations of school-running accumulation. Through the interaction between teachers and students, the school integrates advanced ideology and morality, excellent traditional culture and school-based educational resources, embodies humanistic care, and strives to cultivate a distinctive and high-grade campus culture, so that students are infected in a subtle way, consciously feel a sense of belonging, identity and mission, and truly realize cultural education.

2. Cultural construction courses. In addition to subject courses, the school purposefully and systematically carries out activity courses with students as the main body and practicality, autonomy, creativity and interest as the main features through various activities and activities. The main contents are as follows: First, special class activities, including classes for duty students, class logo design, class blogs, etc. Second, school festivals, including art festivals, cultural festivals and sports festivals;

(2) Infiltrate moral education. Moral education is to make the educated consciously influenced by conscious and direct educational activities, which has the characteristics and advantages of clear goals, reliable conditions and remarkable benefits. This kind of moral education courses mainly cultivate students' moral literacy from the perspective of knowledge and theory, including two types, one is the ideological and political course in the national curriculum system, and the other is the infiltration moral education course.

1. Ideological and political course. Under the background of the new curriculum, the ideological and political course in No.94 Middle School pays attention to the combination of moral education and real life, starting with the ideological confusion of high school students ...

Question 8: What is the main function of the moral education examination method? The content of moral education is actually the content of moral education, ideological education and political education. The content of moral education should include three main levels: first, the education of basic moral behavior norms; Second, civic moral and political quality education; Third, a higher level of world outlook and outlook on life, ideal education and so on. According to this level division, the focus of moral education in primary schools in China should specifically include or emphasize the following aspects. 1. Basic Morality and Code of Conduct Education Basic Morality is the basic moral requirement of individual life. Basic morality is often passed down from history and widely accepted by human society. The basis of moral education is to teach students to learn to be human, so fairness, integrity, honesty, courage, kindness, love of labor, hard work and simplicity should be the basic contents of moral education in primary and secondary schools. In the aspect of basic moral education, scholars once had a far-left thought, denying the historical inheritance of morality and the commonality of all mankind with the times, class and nationality of morality. The result is the disappearance of basic moral feelings and the loss of the most basic moral norms. An extreme example is that during the Cultural Revolution, criminal acts such as beating, smashing and looting became moral "just" actions. This historical lesson must not be easily forgotten in today's moral education practice. Educating students and cultivating their civilized behavior habits is also one of the important contents of school moral education. Students should abide by the rules of civilized behavior in schools, families and public places. The content of civilized behavior is very extensive, involving all aspects of people's lives. It seems like a trivial matter, but it is a sign or expression of an educated person's cultural accomplishment and spiritual connotation. Of course, civilized behavior is not only the external expression of a person's behavior, but also the important thing is that these external behaviors should reflect the characteristics of a person's inner mind or personality. Otherwise, some people have learned to be "polite" and well-dressed, giving people a very "educated" impression, but in fact they may still be hypocritical, narrow-minded, selfish and rude. Therefore, civilized behavior education should be combined with personal spiritual cultivation. Pupils' Student Code and Pupils' Daily Code of Conduct are the codes of conduct that pupils must abide by. It is the basic requirement for students to carry out moral quality education such as civilized behavior, and schools should educate students to follow it persistently and strictly. It is the most important content of moral education in primary schools to educate primary school students on basic morality and behavior norms. 2. Civic Moral and Political Quality Education The main contents of civic moral and political quality education include collectivism, patriotism, democratic legal concept and other political common sense education. Collectivism education is one of the important contents of socialist moral education. Collectivism education must cultivate students' habit of being good at living in the collective, so that students care about the collective, care about their classmates and are willing to serve the collective and classmates; Students should have a sense of collective responsibility and honor; Develop friendship among students and promote unity among students. Nowadays, many primary school students in China are only children, and collectivism education is an important way for them to grow up healthily and happily. Patriotism is one of the oldest human feelings, which has been consolidated for thousands of years. It is people's deepest feelings for the motherland, a correct understanding of the progressive role played by the motherland in history, and a firm ambition to make the motherland richer and make greater contributions to world peace and human progress. The main problems that should be paid attention to in carrying out patriotic education are as follows: first, patriotic education has both universal yearning and love for the motherland and the impulse to love and contribute to a specific motherland. Patriotism education for students is mainly to advocate the spirit of national endeavor, arouse the fighting spirit of children and make unremitting efforts to build the motherland into a powerful socialist country. Among them, we should pay special attention to patriotism education to enhance the learning motivation of primary school students. Second, patriotism is consistent with loving the socialist system. Only socialism can save China, and only socialism can develop China, which is an inevitable choice in the history of China. Therefore, true patriots must love the socialist system and support the policy of reform and opening up. Efforts should be made to realize the internal unity of patriotism education and socialist education. Third, patriotism should be closely integrated with the new situation of reform and opening up. Due to the development of science and technology and economy, today's world has become a "global village". The development and progress of China is a part of the development and progress of the world. Many problems in today's world can only be solved from the overall situation of the world. Strengthening understanding and cooperation among ethnic groups is very important for world progress and national development. & gt