The education object of special education schools is all students with certain physical or emotional disorders (such as hearing impairment, visual impairment, mental retardation, multiple disabilities, etc.). ), and their unique physical defects lead to certain cognitive and life obstacles. Their psychological inferiority, retreat, impulsiveness, self-doubt and self-loss are all obvious. What commonalities and personalities do they have with normal people psychologically and morally, and what are their present and future study and life conditions? What should it be like? These problems are worth thinking about and exploring.
First, routine work is the foundation and guarantee.
(1) Pay close attention to safety education to ensure the safety of students and the stability of schools. Moral education is no small matter, and student safety is more important. Especially in special education schools, students have different physical obstacles, so safety work is extremely important. For example, mentally retarded students are unaware of the danger of electric shock, and they are easy to touch the circuit, hurt each other and self-harm; Autistic students like to act alone and do repetitive mechanical movements, blind children can't see the environment in their lives clearly and are prone to danger [1], deaf students have the worst acceptance of safety rules and like to do dangerous movements in sports. [2], these need to be focused on and corrected: for students with mental retardation, life safety education needs to be carried out regularly and irregularly; Hearing-impaired students and visually-impaired students need to hold regular safety class meetings at the beginning, middle and end of each semester. Starting from consolidating students' basic safety knowledge and improving students' safety awareness, the contents mainly include electricity consumption, fire prevention, disaster prevention, lightning protection, paying attention to traffic safety, gas safety, preventing drowning, fire escape and natural disaster escape. And insist on repeatedly grasping.
(2) Do a good job in the ideological work of class teachers and strengthen their sense of educational responsibility. Schools should enhance teachers' awareness of moral education through various channels, improve teachers' ability and consciousness of moral education infiltration in classroom teaching and after-school life, do a good job in the ideological work of class teachers closest to students, and strengthen their sense of responsibility.
Let the class teacher realize that the initial and final purpose of the class teacher's work is to educate people and help students grow up healthily, not just for the allowance and evaluation of the class teacher. On the other hand, it helps them to straighten out various relationships in the work of the head teacher, clarify the rights and responsibilities of the head teacher, and strive to implement an open, fair, just, scientific and humanized evaluation system for the head teacher. At the same time, it also strengthens regular training and guidance on the work path and thinking method of the head teacher, and helps teachers to implement more humanistic care and more effective class management. At the same time, the head teacher is required to submit a summary reflection on class management on a regular basis, and on this basis, the head teacher's work experience exchange meeting is held on a regular basis, and the theory and practice summary activities of the head teacher's work are carried out to learn from each other and promote each other.
(3) Do a good job in the selection, appointment and training of school student union cadres. It is not only feasible to manage students with excellent students with all-round development in morality, intelligence, physique and beauty, but also can really play a leading, demonstrating and exemplary role. As the saying goes, a good student cadre is half a class teacher. First of all, we should do a good job in the selection of students with good moral character, correct behavior habits, good academic performance and certain organizational and management potential. In special schools, especially in special education schools where deaf-mute students are the majority, the intellectual and moral environment of the school has a great influence on the cultivation of students' ideological and moral character and behavior habits.
Secondly, improve the moral cultivation of students' union cadres in various ways on a regular basis, shape their good behavior habits that play a benchmark role, focus on cultivating these students' communication, coordination and management abilities, make them play an exemplary role in various classes, and gradually make this force an invisible builder of the correct value orientation and healthy and positive public opinion atmosphere of the school.
Second, adhere to the laws of physical and mental characteristics of disabled students and implement moral education for outstanding difficulties.
(1) Pay attention to the standardization of daily behavior habits and cultivate education. Habit-forming education is extremely important for students' lifelong development, so schools should strengthen habit-forming education for young students, strengthen regular training, define goals, focus on moral education every week and regular training requirements are the guidelines for students' actions.
According to major festivals, school center activities and the daily behavior norms of primary and secondary school students, the Weekly Requirements are issued in series and with emphasis. Weekly requirements should be vivid, vivid and easy to understand, and according to the characteristics of primary and secondary schools, they should be required step by step and in batches to form their own characteristics. In order to truly implement the "one-week requirement" and achieve results, after the flag-raising ceremony every Monday, the Moral Education Office will give a speech under the national flag and give specific guidance on the one-week requirement, so that students can have goals and actions in their hearts. Adhere to regular evaluation and form a mechanism, because regular evaluation is an incentive measure to ensure the implementation of various school systems and help students develop good daily behavior norms. For example, the regular evaluation contents of our school are: morning reading, morning exercises, recess, canteen, lunch break, hygiene and so on. It is necessary to further refine and increase the content of regular evaluation, and conduct quantitative assessment of classes in a more just, fair and open way. Moral education departments should combine the requirements of daily behavior norms of primary and secondary school students with the physical and mental characteristics of all kinds of disabled children, formulate specific plans for school students' civilized etiquette norms, daily behavior norms and good quality literacy, especially for the problems existing in the school itself, and give key attention and breakthroughs.
(2) Moral education infiltration with "love" as the main line and activities as the carrier. Disabled students are vulnerable groups in society and need the care of the whole society, including teacher love, family love, social love and peer love. Actively advocate that school teachers fully care about the growth of disabled students, take care of them in every possible way, and implement education according to the requirements of professional ethics of special education teachers. Of course, we must adhere to the educational philosophy and moral education methods of paying equal attention to strictness, seriousness and strict requirements, and paying equal attention to respect and care. The necessary punishment and timely correction are certain, but we must pay attention to the fact that punishment is only a means, not an end, and let students realize that punishment is for their healthy growth. Family is the first place where students receive moral edification. Schools should pay attention to guiding parents to sprinkle more dew of love on disabled children and let them enjoy the warmth of family. Schools should keep in touch with all walks of life and encourage members of society to show love to disabled students. In the way of school education, we should pay attention to emotional people, urge people with feelings and convince people with reasoning, abandon the single indoctrination method of pure moral education knowledge, take students' independent experience as the main body and take various forms of activities as the carrier, so that students can feel and experience more real moral education activities.
Such as discussion and role-playing experience mode in classroom teaching, such as entering nursing homes in daily life, helping each other and donating money and materials in the face of natural disasters, moral judgment and choice in difficult life situations, etc.
(3) Strengthen the frustration education of disabled students, attach importance to students' mental health education, and deepen students' self-discipline education. Because of physical disability, students with disabilities are not firm in belief, weak in will, weak in sense of responsibility, strong in dependence, and seriously lacking in anti-frustration ability. In view of this problem, the school moral education department should put students' frustration education in an important or primary position in moral education. Disabled students cannot stay in school all their lives, teachers cannot take care of them all their lives, and parents cannot take care of them all their lives. As a few disabled students in society, there is no doubt that they will go out of society and integrate into society. Therefore, teachers in special education schools must try their best to cultivate the will quality and anti-frustration ability of disabled students. According to the cognitive characteristics of disabled students, we should conduct demonstration and guidance education, tell the model deeds in real life intuitively with multimedia, invite heroes to show their views, let students get in close contact with them, enhance their understanding of the concept of moral will, and help them establish the desire to actively exercise their will; Organize and arrange activities to improve the willpower of disabled students, such as mountaineering activities, regular sports meetings, tug-of-war competitions, and helping small schools. Attach great importance to students' mental health education, especially adolescent students' sexual psychology and girls' self-protection, and provide places and conditions for students to release their emotions and provide psychological counseling services. Suhomlinski emphasized: "Moral principles can only become the spiritual wealth of learning when students pursue, acquire and experience themselves and become independent personal beliefs of students."
Teachers, class teachers and moral educators blindly explain and indoctrinate, sometimes not only fail to achieve the expected results, but will be counterproductive, affecting the relationship between teachers and students. Therefore, we should attach importance to the self-education, self-discipline education and self-reflection education of disabled students, and finally achieve a certain moral consciousness.
Third, innovate the ways and means of moral education to improve the effectiveness of moral education in special schools.
(A) to carry out research on moral education, and enhance the awareness of class teachers and teachers in moral education research. Moral education in special schools is very important and difficult, so it is necessary to create a good atmosphere of teamwork in schools, especially to carry out school-based moral education research in schools, such as refining the summary and reflection of the work of class teachers, making it a good countermeasure for the whole school's educational problems, doing a good job of communication and publicity, sharing relevant achievements quickly, and helping the whole school's teachers improve their management level; For another example, disabled students, especially deaf-mute students, are easily influenced by good social atmosphere, easily corroded by bad social atmosphere, do not know how to distinguish right from wrong, have a weak legal concept, and even some are ignorant of the law.
In view of these situations, the moral education department should seriously discuss and explore the educational means and forms suitable for a certain type of disabled students, so that blind students can listen to relevant radio programs and attend court trials. Students with mild mental retardation, deaf-mute students and blind students with residual vision can organize prison visits, invite comrades from police stations and courts to give lectures on the legal system, educate students with typical cases, and organize to watch anti-drug photo exhibitions. Make unremitting efforts to enhance students' legal concept and improve their ability to distinguish right from wrong. There is also the problem of students surfing the Internet healthily and rationally. We should also pay attention to how to guide students to use the Internet correctly and help them to increase their knowledge, broaden their horizons and grow up healthily.
(2) Constructing the moral education experience path of returning to life. The life world is the source of the charm of moral education, and all kinds of moral education ideas come from life, so we should return to life and guide practice. Any attempt to break away from moral education in the life world will lose the vitality and effectiveness of moral education itself.
The real life of special schools is mainly reflected in two aspects: first, study and life. Learning is the main activity and task of disabled students in school. All teachers in special schools should establish the consciousness that subject teaching and classroom teaching are "extremely important ways" of moral education. Teachers should help and guide disabled students to define their learning objectives, correct their learning attitudes and develop good study habits. At the same time, we should pay attention to the education of outlook on life, values and world outlook, cultivate their initiative and enthusiasm in learning, guide disabled students to link their efforts with disability and self-improvement, and enhance their internal motivation in learning. The second is communication life. For example, deaf-blind students' own obstacles make them experience more interpersonal communication obstacles, which leads to self-doubt and loss of self-confidence, thus resulting in a serious sense of inferiority in interpersonal communication life. Therefore, school moral education should actively undertake the task of guiding disabled students' communication, try to add interpersonal courses for middle and senior students, create diversified life situations, impart interpersonal knowledge in diversified and flexible ways, cultivate their communication ability, guide them to correctly understand themselves, establish equal and harmonious good interpersonal relationships, and lay a good foundation for their smooth "return to the mainstream".
(3) Strengthen the construction of campus culture. Mainly from hardware culture and software culture. The hardware mainly includes the physical environment of the campus, and presents positive celebrity quotations and biographies of role models in the publicity column, classroom corridor and classroom space. We should also pay attention to the construction of students' dormitory culture, guide and encourage students to decorate the dormitory according to their personal characteristics and hobbies, so that the dormitory is elegant, warm and without losing its cultural charm, making it not only the best place for students to rest, but also a good place to cultivate their sentiments. In terms of software culture, it is mainly built from the aspects of school spirit and discipline, lifestyle, culture and entertainment, and public opinion.
For example, in view of the characteristics of deaf students' visual advantages, developed thinking ability in images and strong demand for intuitive experience, we should carry out campus art festivals to carry out aesthetic education, attach importance to and carry out more sports to cultivate moral will and collectivism education. Due to certain physiological obstacles, the ways and means for disabled students to understand things are not as complete and rich as those of healthy people, and the influence of the most familiar environment is of great significance. Therefore, it is more important to attach importance to the joint role of education. We should pay attention to the frequent communication between teachers and class teachers in various disciplines, and strive to reach an agreement on educational methods, evaluation methods, value orientation and emotional education, so as to facilitate the joint efforts of education. It is advocated that all school leaders, front-line teachers and logistics personnel should behave appropriately and dress appropriately to give students good positive inspiration and guidance.
(D) Pay attention to exploring the trinity moral education model of school, society and family. The total number of students in special schools is much less than that in ordinary schools, but we should still pay attention to the diversified development of young pioneers and team activities in schools, so that disabled students can enjoy the same rights as ordinary students as young pioneers and league members, and at the same time make them realize and gradually assume the responsibilities and obligations within their capabilities. Of course, family education still plays an irreplaceable role in the ideological and moral construction of disabled children. Special schools should hold regular training classes for parents, publicize the educational principles and policies of the party and the state to parents, teach sign language, Braille, special education, psychology and other related theoretical knowledge, guide and help parents learn special family education methods, and explore ways to educate people. We should also actively use TV, newspapers, internet and other media to advocate people to establish a sense of correct understanding and equal treatment, and actively create a good atmosphere for the whole society to help the disabled. Jointly promote the close combination of school, family and society, and form a three-dimensional integrated moral education model.
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