Study On Elementary School Students’ Rule Education

“No rules,no circle”,Rules education is an important content of our country’s civic education and an important link of school moral education.Nowadays,there are frequent violations of regulations in society,which have caused many serious consequences,endangered social harmony,and aroused social concern.This is caused by negligence in education of rules.We need to pay attention to rules education,especially the rules education in the childhood stage.At the elementary level,we should focus on cultivating students’ awareness of rules,which is conducive to the formation of fair,just,and free values for students,is conducive to the individual development of students,and conducive to students’ understanding of the country.The concept of the rule of law can be conducive to the development of society.This paper studies the rule education of elementary school students,using the symbolic interaction theory as the research perspective,exploring the educational interaction between teachers and students,collecting data and materials through interviews and field observations,and collating and analyzing the data and the materials according to certain ideas.The article includes two parts: introduction and main text.In the introduction part,it is divided into four parts.Respectively,they elaborate the research background and significance of this research,clarify relevant important concepts,sort and analyze previous research literature,including further analysis and exploration of the theory of symbolic interaction involved in this research,and finally introduce the book Research thoughts,research methods,research thoughts,research frameworks and sources of research materials.In the body part,it is divided into three parts.The first is to investigate the status quo of the unhealthy interaction of the rule education of elementary school students,including the teacher’s educational philosophy in the rule education and the status quo of the teacher-student education interaction.The second is the in-depth analysis of the causes of the educational interaction,and thus puts forward the relevant elements of the rule education of elementary school students.The practice path of benign interaction.Finally,the conclusion of this article is formed.The study found that teachers play a dominant role in the interaction of rules education,and teachers’ rules education concepts have an important influence on their implementation of rules education.The unhealthy interaction of rules education between teachers and students is reflected in the content,methods,and evaluation methods of rules education.From the perspectives of role,interaction and symbol,this paper finds that the reasons for the bad interaction in elementary school rule education are as follows: 1.Insufficient self-identification of the role of teachers and students in rules education;2.The gap between self-role and role interaction between teachers and students in rules education is obvious;3.The difference in understanding between teacher-student interaction intermediary symbols in interpersonal communication conflicts,rule education situation types are less,and symbol use methods.Thus,it puts forward three practical paths to promote the benign interaction of primary school students’ rule education:1.Promote the transformation of the respective roles of teachers and students by changing the concepts related to the teaching of rules,improving the professional quality of teachers’ roles and focusing on the development of students’ self-role;2.Strengthen teacher-student role interaction by narrowing the gap between teachers and students’ self-role and advocating equal cooperation and interaction between teachers and students;3.Coordinate the meaning of interactive symbols by adjusting the interpersonal relationship between teachers and students,opening up a variety of rules education interactive situations and constructing appropriate rules teaching symbols.