What should be the first to promote the five educations at the same time?

The five types of education should be given equal emphasis, with moral education taking the lead.

1. Introduction to the simultaneous promotion of five educations

The simultaneous promotion of five educations refers to the simultaneous development of the five educations of morality, intelligence, physical education, art, and labor based on the needs of human all-round development. Each education is an integral part of the five educations. They are equal in status and unique in function. Each has its own independent value, and they are interrelated and interdependent. Moral education encourages people to be kind, intellectual education teaches people to seek knowledge, sports makes people strong, aesthetic education helps people recognize beauty, and labor education nourishes people.

2. The practice of simultaneous development of five educations—an introduction to the integration of five educations

The integration of five educations is based on the simultaneous development of five educations and is based on the development of quality education and the realization of students’ complete lives. The goal is to integrate moral education, intellectual education, physical education, aesthetic education and labor education, and to organically integrate the content, knowledge, ideas, and experiences of different disciplines, fields, and school stages in the five educations in a way suitable for student development. .

Problems existing in the moral education work of rural primary schools that address the five aspects of education:

1. The goals of moral education are not clear enough and teachers are lacking

Whether the goals of moral education are clear is directly related to Whether the goal of moral education in my country can be achieved. At present, the moral education goals of many rural primary schools in our country are not clear enough. Some goals are too high, while others are vague or too low.

In terms of teaching staff, many rural primary schools do not have real moral education teachers at all. They are usually head teachers who serve as part-time teachers, or teachers from other subjects serve as substitute teachers. Moreover, moral education teachers often only use a few classes to finish the textbook content or only use about ten minutes in each class to teach moral education knowledge, and the rest of the time is occupied by language and mathematics.

2. Not paying enough attention to moral education

Because rural primary school education administrators do not have enough subjective understanding of moral education, and at the same time, the assessment of the education authorities mainly depends on scores, and parents mainly focus on results. , leading to rural primary school administrators and teachers not paying enough attention to moral education.

3. Lack of activity and daily life

At present, moral education in rural areas of my country is still mainly based on teachers’ oral teaching, and there is a lack of moral education activities that can stimulate students’ learning. Faced with the teacher's endless chatter, it is difficult for primary school students to mobilize their enthusiasm for learning. At the same time, the school's moral education teaching is often out of touch with life, and many students do not discuss and analyze examples in life.