A Study On The Teaching Strategy Of Moral Education In Classical Chinese In Junior Middle School

Moral education is a purposeful and planned effort by teachers to influence pupils ideologically,politically and morally according to the demands of a particular society or class,so that through pupils’ independent consciousness,experience and practice they are able to develop the moral qualities required by that society or class,i.e.teachers purposefully nurture pupils’ moral qualities.Strengthening students’ moral education,improving their moral quality and promoting their all-round development is the basic concept of quality education in China and one of the most important goals of school education.The Language Curriculum Standards for Compulsory Education Programmes(2022 Edition)stipulate that the basic philosophy of language should implement the concept of teaching with moral values,develop quality education,focus on developing Chinese students’ quality education,and develop the right values,the necessary character and key competences to adapt to the future.Language is a subject that emphasizes the unity between the instrumental and humanistic aspects of "literature as a means to ’carry the way’".The reason why "literature" "carries" the way is that language subjects are rich in resources for moral education.Language itself is a good material for moral education,and language teaching is an important way of cultivating good moral qualities in pupils.On this basis,this article uses the literary texts of the Ministry of Education’s textbooks for junior classes as the content of the study,and analyses the presentation and characterisation of the elements of moral education.Also,in this paper,the teachers and students of H City Q Secondary School are taken as the research object,and by using questionnaire and research methods,it is found that the following problems exist in the process of teaching moral education in literary texts: The goals set by teachers for teaching moral education in literary languages are not fully realized;teachers have a unified way of teaching moral education in literary language classes;teachers do not pay enough attention to students’ moral education when assigning homework in literary languages;the moral education process of students’ "knowing,feeling,thinking and acting" does not reflect coherence.In response to these problems,this paper proposes the following strategies for teaching moral education in literary languages: to implement the objectives of teaching moral education in literary languages by highlighting the concept of teaching moral education;to combine explicit and implicit approaches by delving deeply into the idea of moral education in literary languages;to fully understand the learning situation of junior pupils and to skillfully set after-school tasks in literary languages;to connect moral education in literary languages with real life so that pupils’ knowledge,emotions,intentions and actions remain coherent.It is hoped that this initiative will provide some ideas and suggestions for teachers who are implementing ideas of moral education in the teaching of literary languages in grammar schools.