Primary school character education

Author: Huang Zhengping
Publisher:
Publish Date: 2001-03-01
Features: The class teacher system is an important component of China's socialist education system. When reviewing the end of the century, it should be fully affirmed that since the founding of the country, the class teacher work in various levels and types of schools in China has made positive contributions in building socialist spiritual civilization, improving social atmosphere, establishing the dominant social values, ensuring social stability, and enhancing the civilized quality of laborers. Through long-term practice, class teacher work has formed distinctive fine traditions and accumulated valuable experience, such as emphasizing political, ideological, and moral education, as well as education in ideals and discipline; being skilled in guiding class collective construction and extracurricular activities; "respecting teachers and loving students," and "teaching for the sake of nurturing people." These remain practically guiding in significance today. On the other hand, it should also be recognized that many schools currently tend to prioritize the transmission of cultural and scientific knowledge while neglecting to teach students how to be good people; they are accustomed to "preaching" while ignoring the comprehensive guidance and cultivation of students' moral character, aspirations, emotions, and personalities. These issues severely affect the implementation of "quality-oriented education," contradict the needs for students to develop comprehensively in an active, free, and vibrant manner, and even go against the common trend of countries worldwide in the process of educational modernization, which emphasizes the cultivation of students' personalities and the full development of their individuality. This issue should draw the attention and vigilance of school leaders and class teachers. The qualities of workers and specialized talents facing the 21st century should include the ability to learn or explore truth and meet the challenges of world high technology; the ability to comprehend the wisdom of life and learn how to be good people; the ability to adapt to social changes, cultural exchanges, and conflicts in various ideological and cultural values on a global scale, as well as to engage in interpersonal interactions and cooperation; the ability to abide by laws and regulations; the ability to pursue careers and development; and the ability to understand consumption and a noble leisure life, and so on. When looking ahead to the educational landscape of the 21st century, we must fully recognize that quality-oriented education is an inevitable requirement of national modernization for the modernization of people and the modernization of education. Class teacher work must consciously achieve a trans-century transformation in terms of ideological concepts, ways of thinking, and work models. We have invited and organized renowned domestic education experts, experienced grassroots class teachers with rich creative experience, and education management workers to meticulously compile the "Class Teacher Library for the 21st Century." Starting from China's national conditions and the actual situation of adolescents, and based on the requirements of modern people's qualities, this series is oriented toward modernization and the 21st century, re-examining all aspects of class teacher work in various levels and types of schools, summarizing the fine traditions and valuable experience of China's class teachers, and providing a series of theoretically sound, practical guidance, work methods, and successful examples for class teacher work. This series is both theoretical and truly inspiring for reflection and experimentation, offering practical guidance value for the actual conduct of class teacher work. We hope this series can promote school leaders and class teachers to establish new concepts, open up new thinking, explore new methods, refine new skills, and establish new images, thereby smoothly achieving a trans-century transformation in class teacher work, creating a new situation for class teacher work and moral education, and advancing our educational cause comprehensively into the 21st century.