An Observation And Strategies Study On Classroom Teaching In Primary English From The Perspective Of Subject Moral Education

Moral education by subject teaching is a concrete manifestation of the fundamental task of "building moral character" education in China.Moral education in primary school English refers to the teaching activities of primary school English teachers in developing students’ relevant literacy in the process of language teaching.At a practical level,the lack of implementation of disciplinary moral education in primary English teaching is in urgent need of objective assessment from a third-person perspective.A review of the literature found that there is a relative lack of specific implementation of subject-based moral education in primary English.Inspired by social-emotional learning theory,holistic human development theory and symbolic interaction theory,this paper uses literature research and expert consultation methods to construct an observation form for teaching English in primary school classrooms in the context of disciplinary moral education.The classroom observation method is used to understand the current situation of English classroom teaching in primary schools in the context of disciplinary moral education,to summarise the problems of English classroom teaching in primary schools in the context of disciplinary moral education,to analyse the causes,and to propose targeted optimisation strategies.Based on the LICC paradigm,the observation form was designed and produced,and the framework of the observation form was determined to consist of five aspects:moral education objectives,content,approaches,principles and methods,including eight observation items: moral education objectives design,students’ classroom responses,moral education content areas,moral education content presentation methods,teaching materials,setting questions,classroom activities,and the formation of social and moral consciousness,improvement of learning ability,development of social and moral values,and the development of social and moral values.There are also 41 observation points,such as forming social and moral awareness,improving learning ability,refining learning qualities and developing intercultural communication skills.Among them,the observation statistics were conducted by borrowing lesson plans for the design of moraleducation objectives in primary English,and the observation statistics for the principles of moral education in primary English were conducted by comprehensive evaluation of moral education content delivery,moral education methods and moral education pathway selection.The observer consistency reliability and expert assessment content validity of the observation form were tested to be good.A total of 30 English lessons were recorded in the classroom of Years 3,4,5 and6 in the placement school during the epidemic home lessons,and were analysed and recorded using the classroom teaching observation form under the disciplinary moral education perspective,and the results found that:(1)The moral education objectives of the primary school English subject were neglected.The percentages of forming social and moral awareness,improving learning ability,refining learning quality and developing intercultural communication skills were 43%,27%,26% and 4% in that order,with the goal of developing intercultural communication skills being particularly neglected.(2)The content of moral education in primary English is unevenly explored.The percentages of education on ideals and beliefs,education on core socialist values,education on excellent Chinese traditional culture,education on ecological civilization,education on psychological health and education on international understanding are 6%,61%,16%,9%,6% and 2% in that order.The percentages of education on ideals and beliefs,education on psychological health and education on international understanding are relatively small,among which,education on international understanding accounts for the smallest percentage.(3)The role of moral education pathways in the primary English subject is not being played.In primary school,the moral education pathways in English are textbooks,problem setting,classroom activities,and classroom emergencies,which account for 27%,53%,10%,and 10% in order of verticality.Horizontally,in the textbook pathway statistics,word connotations,dialogue themes,and text illustrations,accounted for39%,45%,and 16%,in that order.In the question setting route statistics,the percentages of recall questioning,comprehension questioning,application questioning,analysis questioning,synthesis questioning and evaluation questioning were 18%,31%,40%,7%,4% and 0% in that order.The percentages of group discussion,classroom games,dialogue performance,and children’s song rap in the classroom activity pathway statistics were 0%,0%,0%,and 100%,in that order.(4)The use of moral education methods in primary English is inflexible.The proportions of the thinking training method,the example demonstration method,the emotional cultivation method,the ideal motivation method and the behavioural training method were 38%,15%,21%,10% and 16% in that order.Among them,the thinking training method accounted for the highest percentage,at 38%.(5)The use of moral education principles in primary English subjects is not scientific.The percentages of timely,moderate and acceptable principles were 42%,35% and 23% in that order.The analysis reveals that the causes of the problems in primary school English classroom teaching in the context of subject moral education are mainly related to the teachers’ indifferent awareness of subject moral education and their lack of ability,the schools’ insufficient organization and implementation and supervision,and the lack of value of subject moral education due to the social exam-oriented education environment.Based on the above findings and theoretical considerations,strategies for optimising primary English classroom teaching in the context of subject moral education include:(1)In terms of optimizing teaching design,the objectives of primary English subject moral education should be clearly designed,the content of primary English subject moral education should be fully explored,various ways of primary English subject moral education should be actively sought,a variety of primary English subject moral education methods should be flexibly adopted,and the principles of primary English subject moral education should be scientifically grasped;(2)In terms of improving teachers’ quality,attention should be paid to the development of teachers’ moral education.Teachers should focus on teaching,building professional quality and cultivating excellent skills;(3)In terms of school management and social support,a sound operating procedure and integration mechanism should be established for the implementation of the primary English subject moral education system,and a relaxed and pleasant social education environment should be created.Future research may use experimental research and action research to investigate in depth the laws and practice patterns of English classroom teaching in primary schools in the context of disciplinary moral education.