Introduction to "Five Education"
The combination of five kinds of education refers to the development of five kinds of education based on the needs of people's all-round development. Every kind of education is an integral part of five kinds of education, with equal status and unique functions. Every kind of education has its own value, which is interrelated and interdependent. Moral education promotes people to be good, intellectual education teaches people to learn, physical education makes people strong, aesthetic education makes people know beauty, and labor education supports people's labor.
Second, the practice of "five educations" simultaneously-an introduction to the integration of five educations
The integration of five educations is a practical process that integrates moral education, intellectual education, physical education, aesthetic education and labor education on the basis of the synchronous development of five educations, and organically integrates the contents, knowledge, ideas and experiences of different disciplines, fields and periods in the five educations in a way suitable for students' development.
Problems existing in moral education in rural primary schools;
First, the goal of moral education is not clear enough, and the teachers are insufficient.
Whether the goal of moral education is clear or not is directly related to whether the goal of moral education in China can be realized. At present, the moral education objectives of many rural primary schools in China are not clear enough, some are too high, some are too vague, and so on.
In terms of teachers, many rural primary schools have no real moral education teachers at all, and they are generally part-time class teachers or teachers in other disciplines. Moreover, moral education teachers often use only a few classes to finish the content of teaching materials or only ten minutes to impart moral education knowledge in each class, and the rest of the time is occupied by the number of words.
Second, not paying enough attention to moral education.
Due to the lack of subjective understanding of moral education by rural primary school administrators, the assessment of education authorities mainly depends on scores, while parents mainly focus on achievements, which leads to insufficient attention to moral education by rural primary school administrators and teachers.
Third, lack of activities and life.
At present, moral education in rural areas of China is still dominated by teachers' oral preaching, lacking moral activities that can stimulate students' learning. Faced with the teacher's chatter, it is difficult for primary school students to arouse their enthusiasm for learning. At the same time, moral education in schools is often divorced from life, and many students don't discuss and analyze examples in life.