Research On Comprehensive Practical Activities Of Primary School Moral Education Based On Chinese Traditional Festival Culture

Chinese traditional festivals have a long history.They are celebrated at specific times of the year.This study selects the six major festivals including the Spring Festival,the Lantern Festival,the Ching Ming Festival,the Dragon Boat Festival,the Mid-Autumn Festival and the Double Ninth Festival.Taking School S as an example,this study analyzes the connotation of Chinese traditional festival culture education and combines the activities of traditional festivals to make a deep analysis of the moral education value of traditional festival culture.The purpose of the study is to promote and inherit the essence of traditional culture,to develop programs of festival culture moral education,to provide corresponding references for the festival culture education of elementary school,to investigate the current situation of the implementation of traditional festival activities in primary schools,and to analyze the hidden problems and to put forward corresponding solutions.At the beginning of the study,the author has investigated the awareness of the students from School S on the six Chinese traditional festivals and folk activities.The survey indicates that students are less aware of traditional festivals and they do not know much about the meaning of traditional festivals or the celebration of traditional festivals.From interviews and surveys,we find that the multi-value orientation of society,the way we celebrate holidays in our family and teachers’ attitudes towards traditional festivals have an important impact on primary school students.This study examines the value of moral education in Chinese traditional festivals.When setting the goals of moral education,we base on the moral education resources in the traditional festival culture,focus on the key points,keep pace with the times,and combine with the school conditions.For example,we put emphasis on “gratitude” education in the Spring Festival comprehensive activities.We highlight " fraternity " education of the Lantern Festival,the "patriotism" education of the Ching Ming Festival,the “body building” education of the Dragon Boat Festival,the “harmony” education of the Mid-Autumn Festival and the “piety” education of the Double Ninth Festival.In addition,School S also decomposes the goal of comprehensive practical activities based onthe six traditional festivals.According to the age characteristics,physical and mental development and behavioral characteristics of students,the goals of moral education in the lower grades and upper grades are set.This study examines the design and implementation of comprehensive practice of traditional festival moral education in School S.Based on the principles of unity of diversity and dominance,the unity of interest and practice,the unity of critical inheritance and the integration of the times,S school,combining the unique cultural elements of the festival,considers the way the activities are presented,the arrangement of the time,the layout of the venues,and the implementation of the personnel.In the specific planning,School S focuses on the overall planning of the design of the comprehensive practical activities of the six major festivals.Taking the Lantern Festival as an example,this paper makes a comprehensive investigation on the festival activities of School S from the establishment of the goal of layered moral education to the comprehensive practical activities.Based on the above investigations,this study indicates that the comprehensive practice of moral education in traditional Chinese festivals provides great help for the moral cognition,emotion,will and behavior of primary school students.For example,during the festival activities,students gradually form the consciousness of being grateful to their parents,teachers and people around them and are more willing to care for and help the elderly.When getting along with each other,students gradually learn to praise others,tolerate and help others.In the process of understanding the historical stories and historical figures in the festival,students’ emotion and responsibilities of the country are touched.In all aspects of the practical activities,the students gradually form the behavior of being willing to help,united and cooperative,sincere and friendly.In short,through the comprehensive practice activities of the six traditional festivals,the traditional virtue value of students in School S has been highlighted.The function of moral education has been implemented in the details of each student’s school life.And the knowledge,abilities and moral qualities of the students have been improved.In order to better implement the comprehensive practice of moral education in primary school based on traditional festival culture,this study suggests that thepositive role of family education in the inheritance of traditional culture should be brought into full play.We should further build a three-dimensional and comprehensive education environment and establish a three-in-one linkage model of community,family and school to provide more opportunities for primary school students to participate in traditional festival activities.We should pay more attention to the development of extracurricular practice activities,so that the traditional Chinese festival culture will be more vital and infectious in the new era.