Several puzzles and countermeasures in the teaching of Tao and Law

Realistic Dilemma in the Teaching of Morality and Rule of Law

(A) the lack of teaching guarantee, the curriculum is in name only.

The phenomenon of "attending classes for nothing" often appears in the course of "Tao and Law", and the teaching can not be guaranteed for the following reasons: First, the unreasonable allocation of teachers and the part-time teachers in the main course provide convenience for this unhealthy phenomenon. Secondly, influenced by exam-oriented education, Taoist courses are not regarded as assessment subjects, which is inevitably ignored. Third, there is a lack of teaching and research team building and no "group" voice. Taoist courses are ultimately ineffective.

(2) Ignoring realistic differences and blindly following the book.

Many teachers often ignore the differences in academic conditions and blindly copy textbooks without any processing. Whether the examples in the textbook are familiar to the students or not, whether they can resonate or not, the teacher just follows the book. The classroom will become the same and lose its bright colors. This kind of operation violates the principle of teaching difference and inhibits the creativity of teachers.

(3) In the usual preaching mode, the teacher monopolizes the power.

Many teachers still use the traditional didactic teaching mode. The classroom has become the teacher's "centralization", and the teacher has still become the master of teaching. The practice of teachers monopolizing power deprives students of the right to speak and the opportunity to experience, which turns the learning process that should be interactive between subject and object into a closed one-way communication, which is not conducive to the construction of children's moral life.

(4) The goal of being divorced from extracurricular life and being an armchair strategist.

Many teachers often ignore the life and activity characteristics of the course "Morality and Law", and think that as long as students understand and feel it in class, the teaching objectives can be effectively realized. There is almost no practical consciousness to guide students to continue learning, experiencing and constructing in extracurricular life. This will inevitably lead to "two skins" of classroom acquisition and extracurricular life, and the implementation of moral education goals is "an armchair strategist".