Research On The Practice Of Moral Education In The History Discipline Of Junior High School

With the introduction of the 2022 edition of compulsory education curriculum standards,the importance of subject moral education has become increasingly prominent.History,as one of the three subjects,has a unique advantage in educating people.However,in the practice of moral education in junior high school history,the effect of moral education is not satisfactory.Revolutionary culture is the culture bred by the Chinese people under the leadership of the Communist Party of China in revolution,construction and reform,and it is also an important resource in the moral education of junior high school history.It is also an important resource in the moral education of junior high school history.This paper selects the perspective of revolutionary culture education to explore the practice of moral education in junior middle school history,hoping that more people can pay attention to the moral education of junior middle school history and provide more operational suggestions for this.The main body of this study consists of an introduction,text,and conclusion.The introduction mainly elaborates the research background,combs the research status of moral education,revolutionary culture and revolutionary culture education in history,and briefly explains the research ideas,methods and innovations.The text includes five chapters.The first chapter mainly clarifies the subject moral education,junior middle school history subject moral education,revolutionary culture education,and sorts out the theoretical basis of junior middle school history subject moral education,that is,moral cognition development theory,social learning theory and teaching with educational principles.The second chapter mainly analyzes the coherence between revolutionary culture education and moral education in junior high school history from three aspects : teaching objectives,teaching content and teaching resources.The third chapter analyzes the dilemma of revolutionary culture education through questionnaires and interviews.Students have unclear understanding of the meaning of revolutionary culture,low interest in learning,and narrow ways of understanding;the weak theoretical knowledge of teachers ’ revolutionary culture and the lack of innovation in teaching methods lead to the low effectiveness of moral education in junior high school history.The fourth chapter is mainly aimed at the problems in the investigation and interview,starting from the pre-class preparation,classroom strategy and after-class practice,to carry out revolutionary culture education and implement the moral education of junior middle school history.The fifth chapter selects the unified version of junior high school history textbook,the first volume of the eighth grade,opens up the Jinggangshan road,the second volume of the eighth grade,and opens to the outside world for teaching design.The two revolutionary cultural education cases of "Jinggangshan spirit" in the new revolution period and "reform and opening spirit" in the construction period provide practical reference for moral education in junior high school history discipline.The conclusion part is the summary of the main part of this study and the author ’s outlook for future research.At present,the moral education and revolutionary culture education of history subject are paid more attention,and the research scope is also expanding.The moral education of history subject in junior middle school is a significant and long-term project.Taking revolutionary culture education as the breakthrough point,teachers should pay attention to revolutionary culture in history teaching,so that students can carry forward revolutionary culture in learning history,fully highlight the core literacy of new curriculum standard,and give full play to the advantages of moral education of history subject in junior middle school.