Most students in the class are only children. As the material life is getting richer, they tend to develop willful, selfish and unsociable problems, and many things have to be arranged by their parents. For example, put away toys, tidy up schoolbags, sharpen pencils, etc. It is under the arrangement of parents that children have no sense of responsibility. In fact, for children, although their ability is still relatively weak, they are willing to do something. Therefore, as parents and teachers, we should boldly let our children do what they can. In this process, they should help children establish a sense of responsibility from an early age, promote the development of children's sense of responsibility, and form good habits.
2 to carry out regular education and training, strict requirements, a grasp to the end.
In order to standardize the behavior of primary school students, according to the contents of the primary school evaluation manual and the actual situation of our class, I formulated class rules and regulations, and then strengthened them with fables, famous sayings and aphorisms, and nursery rhymes. Make abstract concepts concrete, vivid and vivid, so that students can be infected and inspired. Students remember its content and use it to regulate their behavior. Parents are requested to cooperate and urge students to extend school work and rest, study and labor education to their families, and ask students to develop a certain concept of time and observe the habit of reasonable work and rest.
3. Through appraisal, students' good behavior habits have played a very good role.
At the class meeting, there are small-scale competitions such as wrapping books, washing handkerchiefs and dressing. Students have been fully exercised in the activities, learned life skills and developed good habits. By organizing various collective activities, teachers cultivate students' qualities of unity, cooperation and law-abiding. After such training, students internalize their contents into autonomous, conscious and habitual good behaviors, so that children can develop some good habits smoothly and integrate into daily life smoothly.
A person's life is closely linked to his sense of responsibility. I did it at home according to my parents' requirements since I was a child, and went to kindergarten to complete the tasks assigned by the teacher. Pupils go to school to study and go home to help their parents with housework ... this is the beginning of cultivating a sense of responsibility. The starting point of its training is to cultivate people's good habits first. Primary school students have assumed a social responsibility since they entered school. Learning is a historical responsibility entrusted to him by society, country and nation, and to undertake this responsibility, we must start from the cultivation of good habits. Cultivate yourself to do your own thing from an early age, not only to finish what you started, but also to have perseverance and confidence; If you do well today, you must be responsible for others and yourself. With the growth of age, the scope of responsibility is expanding day by day, and the meaning of responsibility is more profound. Facing the challenges of the new century, it is imperative to cultivate students' sense of responsibility and good behavior habits. To cultivate primary school students' sense of responsibility and good behavior habits, we should follow the following principles:
1, subjective principle
People's sense of responsibility is made up of factors such as understanding of responsibility, experience of responsibility and responsible behavior. It is a manifestation of subjective consciousness. The stronger the subject consciousness, the stronger the sense of responsibility will be. In the education of cultivating students' sense of responsibility and good behavior habits, students are the object and subject of education. Only by respecting students' dominant position and giving full play to students' dominant role can teachers improve students' awareness of actively participating in educational activities, turn this kind of education into their own needs, actively undertake tasks, actively practice and dare to take responsibility, thus enhancing students' sense of responsibility and forming good behavior habits.
2, the principle of permeability
School education should be based on the shaping of a person's complete life and the cultivation of healthy personality. Habitual education and the cultivation of sense of responsibility constitute the decisive factors that lead and support the growth of the whole life and obtain a happy life. Without these factors, the growth and development of other parts of people will be affected and restricted. It can be seen that the integrity of human life determines the control of human behavior habits and sense of responsibility. And this kind of education with a dominant state must be carried out through infiltration rather than relying on independent time and space. On this issue, we sometimes have misunderstandings. Many people believe that only by arranging special time, habits and responsibilities can we be realistic. This is manifested in the conflict in time and space between moral education and subject education activities in the actual work of schools. In fact, what we call habit formation education, responsibility cultivation and healthy personality education are not an independent social phenomenon. It is everywhere, permeating every aspect of family, school life and social life, with various forms of expression. Therefore, the truly effective moral education should be permeated in education, teaching and social practice.
3. Practical principles
People's sense of responsibility is gradually formed in the process of completing certain tasks, and it will change and expand with the changes of practical activities; Good behavior habits are gradually developed and stabilized through repeated behavior training and strengthening in life, study and social practice. It is impossible to cultivate any sense of responsibility just by preaching and not letting students undertake any work or engage in any activities. Therefore, in education, on the one hand, we should start from the small things in students' study life, and the sense of responsibility for small things is the basis of the sense of responsibility for big things. Don't slack off on small things, and accumulate over time to form the habit of doing things responsibly. On the other hand, we should carry out various activities according to the characteristics of students at different ages, create opportunities for students to take responsibility and experience responsibility, so that they can constantly enhance their sense of responsibility in practice, thus achieving the effect of education.
For the education of correcting students' bad habits and cultivating students' sense of responsibility and good behavior habits, the following actions can be taken in school education and teaching:
A. Chinese traditional virtue education: select the ancient poems about honesty, responsibility and other connotations in China traditional culture, carry out reading activities of ancient poems among students, and educate students on Chinese traditional virtue by using the characteristics of easy reading, easy remembering and easy understanding of poems and allusions. According to the characteristics of students of different ages, different requirements are put forward. Recite ancient poems in the lower grades and understand the meaning initially; Middle and senior students will explain and understand the truth of being a man and use it to guide their actions. Let students be influenced by the traditional virtues of our country from childhood, realize their responsibilities and enhance their sense of responsibility.
B, example motivation: primary school students have the characteristics of imitating role models. Let students know and learn from hero models, successful people, especially the role models around them-excellent students' high sense of responsibility and good behavior habits for themselves, others, the collective, society and nature, analyze the reasons for their success, find out their good habits, clarify their learning goals, and determine the direction of their efforts (the key point is to set an example around them so that students can see, touch and learn). Teachers and parents should always set an example and play a role.
C. Situational experience: In extracurricular activities such as thinking class, class and team activities, students are educated in "five loves" to cultivate their love for parents, teachers, partners, others, the collective, the motherland, society and nature, to stimulate their sense of responsibility, so that their moral cognition can be continuously improved under the encouragement of moral feelings, and then become the driving force for action.
D. Behavior training: According to the different ages and psychological characteristics of junior, middle and senior students, in all aspects of school education and teaching, according to the predetermined goals, students are trained in good habits in different levels and gradients. Every semester's code of conduct training is focused, required, implemented, checked and summarized. In order to make students form stable habits, behavior training should be repeated and persistent, and the training content should be rolling. In the training, we should pay attention to the methods of students' self-management (value weekly students, small supervisor system) and self-evaluation (school and family evaluation form) to educate themselves and give full play to students' main role. Evaluation time: daily self-evaluation, weekly mutual evaluation, monthly class teacher summary and final summary commendation, so as to achieve the purpose of timely reflection, continuous strengthening and promoting the formation of good habits.
The formation of a sense of responsibility and good behavior habits is a long-term process, which requires the scientific and patient cultivation of teachers and parents. Schools should attach importance to students' cultivation education and strive to cultivate students' good habits in life, work and study through various channels and methods. In this educational process, cultivating students' high sense of responsibility and good behavior habits from childhood should be a systematic project of moral education in primary schools: it should penetrate into all aspects of school education and teaching, and be combined with family education and social education; Moreover, it has a gradual education level; Clear behavioral goals, specific and meticulous training methods and persistent education and training can really help students gradually develop good habits. However, we also see that the formation of good habits is not achieved overnight, and it will always be repeated. The cultivation of good habits is inseparable from the support of a sense of responsibility. Responsibility is based on cognition, emotion, will and behavior. A person has a sense of responsibility for himself, others, the collective and the society, and good behavior can be stable and lasting, thus forming a good habit of lifelong benefit.