Moral education, as the first of the five educations, its importance has long been known to the educational community and the world. As the saying goes: "Those who are moral but not are defective, those who are without virtue are inferior, and those who are without virtue are dangerous." This emphasizes the importance of moral education

School education is an ethics The overall structure of sex means that all aspects of school education contain the possibility of value and moral education. As long as this possibility is maximized and has a positive impact on the formation of students' character, that is the meaning of moral education. location. Now I will start from the ethics of school education and talk about some characteristics of the moral education of primary school students.

1. Transcendence

School moral education seeks the possibility of the development of educators. The value of its existence is to guide those seeking education toward richer moral possibilities as they grow. Constantly transforming possibilities into reality, that is, under the guidance of educational values, students are constantly updated and developed in all aspects of moral understanding, moral judgment ability, moral experience, moral wisdom, and moral character. Only when school education has transcendence can it guide students to realize the possibility of value.

The reason why school moral education is transcendent is that it is based on the pursuit of good values ??and the ideals of social progress and personal development. As a value guide for constructing virtues, human values ??and ideals are permeated in all aspects of school education. In order to better implement the party's education policy and cultivate a new generation of builders and successors, schools, as value guides for constructing virtues, must go beyond the moral education direction. Primary school students are simple, naive and innocent, and school education is an important condition for their moral development. Indirect moral knowledge, such as understanding of moral ideals, and the development of moral judgment ability and practicality, can only be systematically acquired through systematic education in schools. It can be said that the moral development obtained in school has an impact on an individual's lifelong moral practice and moral pursuit. Therefore, moral education should closely follow the theme of the times, strive to help students construct their own life value ideals, help them construct their moral spirit from a broader and richer level, and guide them towards development, creation, and a higher spiritual realm.

The Party Central Committee proposed that "education must be oriented to the future." This means that moral education points to the future. In this sense, any component of education has a transcendent nature. At the same time, it also means that education must strive to change the current social status quo, promote social development, improve people's ideological and political quality, cultivate new generations of new people, and achieve transcendence of the existing society and real people for future development and goal realization. Therefore, moral education must not only pay attention to the existence of reality, but also pay attention to the problems that people will face in the future. People will not be satisfied with the status quo, and society will not maintain the status quo. Under modern social conditions, development manifests itself as a wide-ranging competition around the world, reflected in all areas of society and every aspect of social life. For example, the complexity, change, competition, and development of modern society make everyone face multiple choices, multiple risks, and many practical ideological and moral problems at any time. People need to eliminate confusion about future development and avoid Frustration and failure. Moral education must guide people's development, provide regular predictions, prevention and guidance, and help people avoid detours and make fewer mistakes. This kind of prediction and prevention is becoming more and more important in modern society. It can be seen that moral education is also a purposeful and transcendent practical activity. As society and people's subjectivity increase, this kind of practical activity plays an increasingly important role.

Only when moral education closely adheres to the theme of the times and vigorously promotes human development and social development can moral education show its characteristics of the times and reflect its transcendent essential attributes. If moral education cannot realize the transcendence of the existing situation by people and society, and is only a means to maintain the current social order and people's current ideological level, then moral education will gradually fall into conservatism and do nothing. Moral education is not only determined by the past and present, but also determined by the future.

For example, we can carry out daily behavior standard training and various practical activities for primary school students to help students gain an understanding of the meaning of life, gain reflection and feelings about life, the world, and life, and gain an understanding of the richness and complexity of human nature in real life. understanding, which opens up students' rich and unique spiritual world and forms students' sense of moral concern for the world, others, and themselves. Therefore, good moral education is inherent in life and is inevitably linked to the meaning of life. This is what the practice of moral education means.

Secondly, in terms of the age of our education targets, they are children. In the process of moral formation, children often develop many misconceptions or confused ideas. Therefore, when providing moral education to primary school students, we should not talk about empty truths and abstract concepts. Instead, we should promote primary school students’ understanding of moral knowledge through popular reasoning and evaluation, and then enable students to gain experience and rich experience in moral behavior through practice. The experience of positive emotional color. When students personally experience in practice that acting according to certain moral requirements brings benefits to the collective and others, and is well received by public opinion, they will have a deeper understanding of the correctness of the educator's moral requirements, thereby strengthening their ability to continue Determination and eagerness to implement these requirements.

Thirdly, with the development and changes of the external environment of moral education, the means of moral education should also change accordingly. If schools only use various means to reward, punish, and restrict children's behavior in life, then moral education will be turned into moral control. This kind of moral education not only fails to cultivate children's moral autonomy and moral judgment ability, but instead trains children to be obedient obedients. With such a lack of practicality in life, moral education in our schools has merely become moral indoctrination and moral control, easily losing the effectiveness of moral education. And in school education everything is considered absolutely appropriate and necessary. In fact, this is no longer true moral education, but strict moral supervision. Children live carefully in ethics, and there is no way to talk about independent moral development. Once they get out of school, those moral precepts are of little or no use. The era we live in today is undergoing earth-shaking changes. The development and changes of social politics, economy, and culture will inevitably cause changes in the social and psychological environment. As an integral part of the entire social environment, schools will inevitably be affected. Therefore, the ideas and methods of school education must also change. For example: in terms of methods and methods of moral education, we can actively carry out research activities that "focus on practice and experience the process" to achieve "three combinations", which are both "people-oriented" and "ruling the school according to law"; " Combining "classroom education" with "extracurricular activities"; combining "school education" with "social education". In this way, we fully discover and utilize various social and natural environment and other moral education resources within the school and its surrounding communities, and actively create moral education situations, so that students can gain personal experience in real life while receiving relevant moral education information in school, and truly have a deep understanding of education. The moral content conveyed by the students can be understood, comprehended and internalized, and external moral norms can be transformed into students' own moral words and deeds.

I believe that in order for students to become harmoniously developed people, the most basic thing is to have an understanding of the world, outlook on life, and values ??and to have strong emotions. We should broaden our minds and carry out extensive activities that are beneficial to The rich and colorful practical activities for students' physical and mental development allow students to form solid habits of many moral behaviors through continuous practice; during the activities, they can enhance feelings and gain friendship; through a series of activities, everyone can be harmonious*** We work together, help each other, respect each other, and understand each other, thus forming a good school spirit.

Based on the above description of several characteristics of moral education, it shows that if school moral education is separated from the collaborative influence of all aspects of school education as an ethical structure, it will not be able to form effective value guidance for students’ moral development; At the same time, it also shows that school moral education is not only the moral education courses and moral education activities organized by the school, but runs through all aspects of education. For this reason, I believe that school moral education must be guided by the national education policy and be built from a high position.

Strive to create a good environment that is conducive to individual moral development, that is, create educational activities for human purposes and based on individual autonomy, freedom, self-discipline, and consciousness, and carry out education and education in the spirit of tolerance, health, happiness, and kindness. The personal communication education method guides students to develop their individual virtues and pursue a better life, thereby constructing the best moral spirit and moral quality.