Characteristics of Honesty Culture Education

One is universality. Honesty culture education has been included in the multidisciplinary curriculum of primary and secondary schools. According to incomplete statistics, the courses of ideology and morality, morality and rule of law, Chinese, politics, history, psychology and psychological counseling in primary and secondary schools all involve the issue of honesty to varying degrees.

The second is institutionalization. The school management system and evaluation system such as the Code of Conduct for Primary and Secondary School Students, the evaluation of star-rated moral education schools, the grading of students' conduct, the selection of excellent classes, and the selection of three good students all clearly put forward the requirements of honesty, and serious dishonesty such as cheating in exams and not repaying loans will also be included in the student files.

The third is diversification. Various forms of clean culture and education activities are carried out inside and outside primary and secondary schools. There are publicity activities such as education under the national flag, theme class meetings, life dialogue time, expert classes, etc. There are experiential activities such as warm winter charity sale, unmanned library, unattended invigilation and textbook drama; There are some selection activities, such as Honest Star, Dongpo Good Boy, and "I am honest and proud" essay contest.

The fourth is the linkage between banks and schools. Under the impetus of the People's Bank of China, local banking institutions actively participated in the education of clean culture in schools, and initially formed a working mechanism of "one person, one school and one team" to jointly carry out publicity and education activities.

Second, the problem.

(1) is not systematic enough. Honesty education is a systematic project related to social and economic development, and the primary and secondary school stage is a critical period for the formation of young people's values, so it is particularly necessary to systematically plan honesty culture education. Although many courses in primary and secondary schools involve the content of honesty teaching, on the whole, all courses focus on honesty from the perspective of a single subject, and the related content is fragmented and decentralized. There is no connection between disciplines, and there is a lack of gradient arrangement from honesty perception, honesty cognition to honesty action, so it is impossible to form a systematic education for primary and secondary school students.

(2) Lack of experience. Honesty education in primary and secondary schools is still dominated by traditional education methods such as preaching or books. There are few experiential, interesting and interactive activities and platforms, and students' participation and sense of substitution are not strong. Honesty cognition can not be internalized in the heart and externalized in the behavior through experiential teaching, but can be transformed into students' honesty practice ability and honesty behavior.

(3) Lack of integration. On the one hand, in school education, moral integrity education is not fully integrated with some practical education, such as rule of law education, financial business education and credit education, so students can't perceive the importance of integrity in future economic and financial life through the integrated education in the basic education stage. On the other hand, the People's Bank of China and financial institutions vigorously promote the education of campus integrity culture, but in related work, the professional advantages of financial institutions have not been effectively integrated with school education. In the "one person, one school, one team" campus integrity culture education, banks are self-centered, and most of them plan some task-based activities. Related activities lack influence and continuity, and are out of touch with the actual educational needs and arrangements of the school for finance and the rule of law. The long-term working mechanism of bank-school cooperation needs to be further deepened and explored.

Teachers' textbooks are weak. At present, the teachers of honesty education mainly include school teachers, lecturers from financial institutions and volunteers from all walks of life, and their teaching ability and level are uneven. School teachers have high teaching skills, but lack professional knowledge such as economy, finance and law. Lecturers and volunteers in financial institutions have not received professional teaching skills training, so they can't easily translate their professional knowledge into languages and teaching methods that students can understand, especially in the compulsory education stage, and the educational effect is not ideal. At the same time, there are no unified teaching materials and materials for the campus integrity culture education activities that financial institutions participate in, which need to be written by teachers themselves, and the relevant content and display methods are simple and rough.