How to better implement legal education and improve the effect of moral education in the classroom of morality and rule of law in primary schools

How to carry out legal education for primary sch

How to better implement legal education and improve the effect of moral education in the classroom of morality and rule of law in primary schools

How to carry out legal education for primary school students in accordance with the requirements of the "Fifth Five-Year Plan", combined with the school reality and the physical and mental characteristics and cognitive characteristics of primary school students, and strive to improve the effectiveness of legal education for primary school students, we must not only solve key problems such as organization and leadership, guiding ideology, main objectives and basic principles of legal popularization, but also solve specific operating methods and procedures. If we say that with the deepening of legal education, the situation has been greatly improved because the first problem has attracted the attention of the education administrative department, principals and teachers, while the second problem has not attracted enough attention because it is an operational problem. There are many problems, one of which is that students are not really in place as the main body of legal education, and the phenomenon that legal education is divorced from practice and behavior is more serious. If this situation is not effectively solved, it will be difficult to ensure the effectiveness of legal education in primary and secondary schools. After analyzing, summarizing and studying the scientific experience and successful practices of primary and secondary schools with good legal education, the author thinks that the integration of infiltration education, experience education and formative education can greatly enhance the effectiveness of legal education in primary and secondary schools and promote it to a new level.

First, pay attention to infiltration education.

The development of legal education in primary schools is inseparable from classroom education. According to the "Fourth Five-Year Plan" forwarded by the Central Committee of the Communist Party of China and the State Council, "all kinds of schools at all levels should offer legal courses and implement the plan, class hours, teaching materials and teachers". In the legal education activities, primary and secondary schools all over the country compile legal textbooks, offer legal courses and train specialized teachers, which ensures the normal development of legal courses and the continuous improvement of teaching quality. However, it is not enough for legal education to instill legal knowledge in the classroom. Carrying out legal education according to the cognitive characteristics of primary and secondary school students and the objective laws of education and teaching will inevitably raise the problem of permeability of legal education.

Legal education in primary and secondary schools should adhere to permeability, that is, teachers should not reveal the concept of rationality prematurely and entrust the principles of knowledge to students, but should consciously give students hints, edification and infection through their own words and deeds and various teaching and cultural activities, so that students can acquire legal knowledge imperceptibly and be educated and inspired by the legal system. In the process of applying the infiltration principle of legal education, teachers can generally adopt two ways: implicit infiltration and implied infiltration. The so-called implicit infiltration is to infiltrate legal education imperceptibly in imparting scientific and cultural knowledge and organizing cultural and sports activities, so that students can be educated unconsciously. The so-called suggestive infiltration is to have a rapid impact on students' psychological state and behavior in a hidden way, thus helping students to gradually enhance their legal concepts and consciousness. Generally speaking, the ways to infiltrate legal education in primary and secondary schools mainly include the following aspects:

First of all, legal education should penetrate into the implementation of rules and regulations. School rules and regulations are based on national laws and people's moral understanding, which is necessary for the normal education and teaching order of the school. Generally speaking, the rules and regulations formulated by the school not only reflect the spirit and requirements of the law, but also conform to the actual situation of the school. Schools should combine the observance of rules and regulations with the observance of laws, and carry out laws and regulations education according to the situation, so that primary and secondary school students can realize the correctness, rationality and necessity of rules and regulations, be familiar with and master various rules and regulations of schools, truly abide by rules and regulations, and act according to rules and regulations, so as to lay a good foundation for consciously abiding by national laws and regulations in the future. Infiltrating legal education into the implementation of rules and regulations is actually very simple and practical. For example, an expression of approval for law-abiding students, an encouraging look and a seemingly casual praise can all play a good role in encouraging students to abide by the law.

Secondly, legal education should penetrate into the teaching of various subjects. Law course bears the heavy responsibility of law education, but other disciplines also have unshirkable educational responsibilities. The similarities and differences are that the course of law education, as an education directly around legal knowledge, is concentrated in content but limited in class hours, while other disciplines are infiltration education, with scattered content but often subtle effects. Schools should consciously infiltrate legal education into the classroom teaching of various subjects, and regard it as an important subject of school legal education research and the main goal of reform. Teachers of all disciplines should fully tap the legal education materials contained in the teaching materials, and tap the legal education materials contained in them, especially the legal cases related to the disciplines, by analyzing political and historical events, analyzing literary works, introducing historical traditions of disciplines, and imparting cultural knowledge, so as to actively guide students to master legal knowledge and improve their legal awareness. For example, in organizing physical education classes, the prevention and self-protection education of personal injury accidents of primary and secondary school students can be infiltrated; In the history teaching, we can infiltrate the national defense law, drug prevention and other contents; In the process of teaching nature, environmental protection law can be infiltrated. Legal education permeates all disciplines, avoiding formalism and far-fetched, naturally combining, inspiring and guiding, selecting the entrance of education, stimulating students' excitement in learning to use law, and enabling students to understand legal knowledge and strengthen their legal consciousness while mastering the subject knowledge itself, developing their intelligence and improving their ability. This requires paying attention to the art of infiltration.

Third, legal education should permeate the campus environment. Education is very important for the formation of legal consciousness, and the influence of environmental emotion is also indispensable. Campus environmental atmosphere is not only an important symbol of civilization and a concentrated expression of social value orientation, but also an effective position to cultivate legal awareness. Primary and secondary schools should form a unique campus legal atmosphere according to the characteristics of the school. It is necessary to seize the campus network, campus radio, bulletin boards, banners and other carriers, organize some online knowledge contests on learning the usage of the law, post some famous sayings and aphorisms to publicize the legal system, and broadcast some broadcasts on legal education to form a powerful propaganda force for campus legal education.

Fourthly, legal education should permeate the interaction between home and school. One of the characteristics of legal education for primary and secondary school students is the interaction and close contact between home and school. In view of the influence of family on the growth process of primary and secondary school students, schools should attach importance to the infiltration of legal education into families. Let the content of legal education permeate the family, students help their parents with the legal knowledge they have learned in class, and then parents influence their students with good family education, so that parents and students can learn together and improve together. Therefore, we can arrange some homework for parents and students to complete together according to the content of legal education. The purpose is to let parents know the legal knowledge and urge students to complete the assigned homework, so as to realize the unity of knowledge and practice of students. At the same time, schools can also strengthen the contact between schools and families through home visits and parents' seminars, provide parents with appropriate legal education, and effectively play the role of school legal education in infiltrating families.

The premise of legal education infiltration is to strengthen teachers' infiltration consciousness and form a firm, clear, consistent and lasting infiltration consciousness. Only when teachers have relatively high legal awareness and comprehensive legal knowledge can they consciously infiltrate legal education into all the work and activities of the school, and can they gradually explore specific ways and forms of infiltration in practice and achieve the expected results. With the deepening of law popularization, infiltration legal education will surely receive more attention and may become the main channel of law popularization education.

Second, attach importance to experiential education.

Legal education not only needs knowledge infiltration education, but also needs conscious experiential education. That is to say, in the process of organizing legal education activities, we should strive to highlight the main position of primary and secondary school students, give full play to their positive role, and help them learn legal knowledge, understand the true meaning of law and cultivate legal consciousness by carrying out legal education practice activities that conform to the laws of physical and mental development of primary and secondary school students and have students' interest and flavor of the times. The reason why the author emphasizes experiential education is that only through experience can law education change the present situation of being more serious and less vivid in giving classes to students, form a relaxed learning atmosphere, and make law education sincerely welcomed by students; Only after experiencing, legal knowledge is accumulated again and again, and legal consciousness is formed again and again, can students make a leap in thinking, and the acquired legal thoughts and legal knowledge can be unforgettable; Only through experience can primary and secondary school students consciously abide by the law and maintain the authority of the law while studying the law, and the goal of legal education can be realized. It can be said that experiential education is the deepening and development of the educational thought of "educating people by practice", which can help students realize the transformation from unintentional experience to intentional experience, enhance their interest in learning laws and improve the effect of learning laws from experience.

Legal experience education needs to choose a good carrier. Legal education in primary and secondary schools should be experienced in practice, understood in experience, established in legal consciousness and promoted in self-development. It requires us to make good use of all kinds of educational resources actively, and to find situational and practical activities suitable for the actual situation of the school and the characteristics of students as the carrier of legal experience education. For example, we have a discussion with advanced collectives and model figures of public security and judicial organs, set up interest groups for legal study, hold legal speech contests and debate contests, hold legal composition contests, visit juvenile detention centers, juvenile detention centers and other legal education bases, and organize legal education activities such as mock hearings and mock trials, and so on. There are many carriers of legal experience education. I believe that through conscious excavation, we can choose the carrier of experiential education suitable for students' characteristics, so that the majority of students can play a role, experience responsibility and gain feelings by actively participating in legal education activities. Know a little knowledge, understand a truth, and develop a quality. Only in this way can we change the abnormal situation of "the teacher on the stage speaks loudly and the students in the audience don't listen" and "memorizing hard before the exam, and having no impression after the exam" in law education, and arouse the enthusiasm of students to learn legal usage.

Legal experience education needs to grasp the subject experience link. Students are the main body of legal education activities. If they receive education passively and lack the enthusiasm of process participation, the educational effect will definitely be bad. In fact, legal experience education emphasizes the key link of subject experience. Through the practice, experience and sentiment of primary and secondary school students, students are guided to experience and feel consciously in practice, so that students can truly master basic legal knowledge and form basic legal consciousness in the process of participating in colorful and meaningful legal education activities. In real life, we can consciously grasp the main experience links of primary and secondary school students. For example, students can organize themselves and make legal analysis of cases that happen to them and on campus, so as to educate themselves and warn others; You can set up a legal tabloid in which students are responsible from editors to typists, so that students can publicize and report what is happening around them through their own works; Schools can organize students to carry out summer camps or winter camps such as "the law follows me", and use the holidays to contact the public security and judicial organs to understand the knowledge, ability and professional ethics necessary to adapt to these positions. Once legal education activities are novel, interesting and attractive to students, their expected effects will be reflected.

In addition, legal education should pay attention to three points: first, experiential education activities should not be aimed at a few specific students, but should be oriented to all students. Legal education is not only the need to prevent illegal crimes, but also the more important significance lies in safeguarding the legitimate rights and interests of students and promoting their healthy growth. Therefore, all students should receive legal education and participate in experiential education. Second, the importance of experiential education lies in students' own participation, and teachers should not be arranged instead. The real meaning of legal experience education comes from students' participation. Therefore, in the process of legal experience education, the status of educators must be changed. It turns out that the role of a teacher is often arranged by one hand. In the process of experiencing education, teachers should go from the front to the back, become the designers and organizers of legal education activities, and students should change from supporting roles to leading roles. Third, legal experience education should open up new ideas and carry out experience education in parallel inside and outside the school. Schools should not only provide opportunities for primary and secondary school students to experience in school, but also let them get in touch with society and experience social practice outside school according to their age characteristics, gain insights from experience and grow from insights.

Third, pay attention to education.

Although legal education needs to understand legal knowledge and establish legal consciousness, law, as a social norm, needs everyone to implement it. Therefore, legal education is definitely not a simple oral sermon, but it is very important to turn education into students' conscious behavior, so it is very important and necessary to cultivate behaviors that conform to legal norms. Primary and secondary school students are in the most rapid and critical period of their lives, which is the initial stage of formative sex education. Do a good job in cultivating education in primary and secondary schools and lay a solid foundation for life.

People's behavior is dominated by thoughts, and in turn, people's thoughts are expressed through behaviors. Some primary and middle school students have developed bad habits since childhood, learning to smoke, drink, gamble and fight, and some even have developed bad habits. They regard these bad behaviors as "ostentation" and "style", which actually reflects the ignorance of these students. Bad behavior habits often give people an uncivilized impression and expose bad thoughts. At the same time, many bad behavior habits will also make a person suffer, trip and fall. Therefore, primary and secondary school students should develop good behavior habits and try to run them through all aspects of life.

In this case, primary and secondary school students will inevitably ask, what is good behavior and what is bad behavior? Should there be an objective standard? Indeed, the behavior of primary and secondary school students should be judged by a standard. The minimum standard should be that one's actions have not brought harm to one's body and mind, nor to the interests of others, the collective and the country. There are two main categories to judge the behavior of primary and secondary school students: moral standards and legal standards. Morality is a code of conduct that adapts to people's concepts of good and evil, justice and injustice, and is guaranteed by public opinion and people's inner beliefs. For example, the Code of Conduct for Primary and Secondary School Students falls into this category. Laws reflect the will and interests of the ruling class, which are formulated or recognized by the state and enforced by the state. For example, the provisions of "bad behavior" and "serious bad behavior" in the Law on the Prevention of Juvenile Delinquency belong to this category. For primary and middle school students, these basic behavior habits are not only the foothold of moral education, but also the problems that must be paid great attention to in legal education. These two aspects can be used as objective criteria to judge the behavior of primary and secondary school students.

For school legal education, it undertakes the dual tasks of cultivating students' good habits and correcting students' bad habits, but it focuses on cultivating education. While developing good habits of obeying the law, it also has a corrective effect on bad habits. The legal education of primary and middle school students should be closely combined with the cultivation of good habits. Through constant and repeated training, good habits should be cultivated, bad habits should be corrected, and law-abiding awareness should be enhanced to form law-abiding habits. Of course, not getting rid of bad habits is the most basic and minimum requirement for primary and secondary school students. However, primary and secondary school students should not be satisfied with not getting rid of bad habits, but should also strive to pursue higher goals and achieve behavioral beauty. What is behavioral beauty? From the most basic requirements, students' obeying the law is the beauty of behavior.

Cultivation education includes both the guidance of correct behavior and the cultivation of good habits; It includes the cultivation of behavioral habits, as well as language habits and thinking habits. Cultivating education is a highly planned work. What habits and methods to cultivate should be planned in advance. From the school's point of view, according to the age characteristics, psychological status and ideological reality of primary and secondary school students, some of the most important requirements should be formulated into clear and unambiguous, concrete but not abstract norms, and clear requirements should be put forward in daily study and life, and rules should be formulated to require every student to do it, so that students can gradually develop habits. Legal education should work hard in this respect and see results.