Teaching without moral education is just a means without an end; moral education without teaching is an end without a means.

——Herbart

Moral education is the common task of teaching in all disciplines, and the educational nature of Chinese classes is particularly clear, because there are There are rich moral education factors. At the same time, the ideological nature of Chinese classes also exists objectively. This requires our Chinese teachers to shoulder this important task of moral education and integrate moral education into Chinese class teaching.

"Qian Xuesen" is a text in the tenth volume of the Jiangsu Education Edition textbook for primary school Chinese. It vividly describes the famous Chinese scientist Qian Xuesen who never forgot his motherland for a moment when he was in the United States, and how he carried out the mission for our country after returning to my country. His outstanding contributions to the development and launch of rockets and missiles praised his noble feelings of never forgetting the motherland.

There is a sentence in the article: "I am Chinese. Everything I do now is preparation, so that I can do more for the people after returning to the motherland."

In response to this sentence, I designed three questions: Why did Qian Xuesen emphasize "I am Chinese"? What preparations did Qian Xuesen make when he was in the United States, and what was his purpose? If you were Qian Xuesen, what would you say and what would you do?

For the first question, I actively guide students to understand from the recitation of specific language and characters: Qian Xuesen remembers that his motherland is China, and he wants to do more for the people of his motherland. For the second question, I asked students to understand it in context: Qian Xuesen studied under Carmen, a famous American aviation master. Carmen once said, "36-year-old Qian Xuesen is a genius. His work is crucial to the development of high-speed aerodynamics and rockets." Advancing technology has a huge driving effect." Qian Xuesen studied hard in the United States with the purpose of returning to China to contribute to the motherland in the future. In response to the third question, I allowed students to fully develop freely and conduct preliminary education on worldview and values.

Finally, in order to allow students to read Qian Xuesen’s sentence well and better understand his sentence, I specially added a meaningful introduction: “When Qian Xuesen was in the United States, he immediately He has not forgotten his motherland. Although he enjoyed generous treatment, a prosperous life and excellent working conditions at that time, he said, "I am Chinese." He never forgot that he was a descendant of the Yan and Huang Dynasties. Now, let Let’s recite the protagonist’s patriotic enthusiasm with our hearts!”

Chinese teaching and moral education are organically combined to fully tap into the rich ideological content of language and characters, and naturally integrate them into teaching. Infiltrating the connotation of moral education can be described as "embedding moral education in Chinese teaching" and "infiltrating ideological education while imparting knowledge", so that students can be emotionally influenced by moral education while acquiring knowledge. As the Italian poet Dante once said: "A person with incomplete knowledge can make up for it with morality, but a person with incomplete knowledge cannot make up for it with knowledge."

I don't know if that's right! Don’t blame me if you’re wrong!