Talk about your understanding of the psychological elements of "knowledge, emotion, action, and intention" in the formation of students' ideological and moral character.

Students’ ideological and moral character is composed of four basic elements: moral cognition, moral emotion, moral will and moral behavior (referred to as knowledge, emotion, intention and action). Each of these four basic elements has its own The characteristics and functions of the four are interrelated, restrict each other, promote each other, and promote the formation of students' good moral character. Therefore, in the process of teaching ideological and moral courses, we must give full play to the role and overall function of these four basic elements according to its characteristics and the ideological realities of junior high school students, and use appropriate educational methods and strategies in teaching to form good students. ideology, moral character, behavior and habits.

1. Moral Cognition

Knowledge, that is, moral cognition, refers to people’s understanding and opinions of certain social moral relationships, theories, and norms, including various forms of knowledge formed by people. A moral outlook, which is the cognitive basis for people to form and develop their own moral character. The formation of students' moral character is inseparable from understanding. A certain moral character always requires a certain moral understanding as a necessary condition. A student's level of moral awareness always restricts his or her moral character. Therefore, basic moral knowledge, theories and various moral norms must be taught to students in a planned way, and gradually improve their ability to distinguish right from wrong, good and evil, beauty and ugliness, public and private, honor and disgrace. ability to form a correct moral outlook. The more comprehensive and profound a student's understanding is, the clearer and firmer his moral concepts will be, which will increase the consciousness of his behavior and reduce his blindness. This has a great effect on regulating their behavior, deepening their emotional experience, and strengthening their will and belief.

Confucius, the ancient Chinese educator, regarded the rational understanding of morality as the initial stage of moral education and attached great importance to the role of moral understanding. He believed that a person must first have rich moral understanding in order to distinguish between good, evil, honor, and moral education. Only when you can make decisions without being confused can you regard abiding by moral standards as your inner need. Therefore, he regarded moral awareness education as the beginning of the moral education process.

In the process of education and teaching, it is very important to consciously improve students' moral awareness. Because in real life, some students have behaviors that are unethical in one way or another. It is often not because they do it intentionally, but because they lack a correct understanding of moral requirements, moral essentials, or moral norms. In the teaching of ideological and moral ethics, moral knowledge and moral norms must be clearly explained to students repeatedly to improve their level of understanding and let them understand the relevant principles and norms, thereby enhancing their awareness of moral performance. For example, when teaching the 18th lesson "Etiquette" in Volume 1 of the eighth grade, I first combined the "concept of etiquette", "the meaning of etiquette", "historical celebrities and examples of etiquette" and "what should we do" Teach students knowledge such as "pay attention to etiquette in life", and then let students take the initiative to get a clear understanding from the book, and finally guide students to summarize. This allows students to understand the importance of etiquette and the practices of etiquette, which plays a positive role in students paying attention to etiquette in their lives.

2. Moral Emotions

Emotion, that is, moral emotions, refers to people’s attitudes towards things, likes and dislikes, and likes and dislikes. It is generally formed on the basis of cognition and is an inner experience and subjective attitude resulting from the use of a certain moral outlook to evaluate the conduct of oneself and others or something. Such as the praise of kindness, reverence for justice, love for parents, disgust and hatred for immoral behavior, etc. As the saying goes, "Human beings are not grass and trees, no one can be ruthless." Love is the key to open the heart and the bridge to communicate between souls. The teaching process of ideological and moral courses is not only a cognitive process of imparting knowledge, but also an emotional process of opening students' hearts. Emotion plays an important intermediary role in the transformation process from knowledge to action. If emotional education can be appropriately used to mobilize students' enthusiasm and initiative and fully tap their potential, it will have good results.

It can be seen that emotion plays an important role in students' ideological and moral teaching. Lenin once said, "Without human emotions, there has never been and cannot be anyone's pursuit of truth." Moral emotion is a huge force that can promote the transformation of moral understanding into moral behavior and develop into moral beliefs. If there is a lack of corresponding emotions, even if students have some moral understanding, they will remain verbal in their moral understanding.

For example: When talking about the section "Parental Love" in Lesson 2 "Perception of Family Love" in Volume 1 of the eighth grade, the poem "Wandering Son's Song" was mentioned in the text, and I specially arranged it. Let the students read it together: "The thread is in the hands of a loving mother, and the clothes are on the body of a wanderer. Before leaving, there is a tight seam, and I am afraid that I will return late. Whoever speaks of the heart of an inch of grass will be rewarded with three rays of spring." From the deep voices of the students, I knew what the children were thinking. When talking about the "Perception of Integrity" box in Lesson 17, I told the students about the lesson that Nanjing Guanshengyuan used expired raw materials to make mooncakes and defrauded consumers and went bankrupt after being exposed. Then I talked about the "Integrity" held in our school. Integrity Month” activity. I asked the children, are they an honest person? How to become an honest person? The classroom suddenly became "alive", and the students rushed to speak, express their ideas and express their determination. I believe my children will become people of integrity. In this way, the emotional communication between teachers and students will be better, emotional resonance will be generated, students' trust in teachers will be enhanced, and they will be able to play a guiding role in emotional education, thereby promoting the smoothness of teaching. conduct.

3. Moral will

Method, that is, moral will, refers to people’s conscious initiative in order to achieve a certain primary purpose. It often manifests as volitional activities, that is, behavior that strictly restrains oneself, suppresses involuntary impulses, and overcomes various difficulties in order to achieve a personal determined moral purpose. In the teaching of ideological and moral character, it is necessary to pay full attention to the role of moral will. Moral will is a huge spiritual power for students, which can eliminate various interferences and obstacles so that the moral behavior decided to take can be persisted. Facts have proved that although a weak-willed student has some moral knowledge and emotions, he cannot adhere to the determined moral principles when encountering difficulties or setbacks. In the teaching of ideological and moral character, attention should be paid to cultivating and training students' strong will so that they have tenacious perseverance. This helps students maintain moral understanding, deepen moral emotions, and regulate moral behavior to form their beliefs.

In order to make students have a strong will in ideological and moral classes, students must cultivate their perseverance and self-control. Every student lives in a collective, and there are many things in the collective that cannot be completed at once. This requires all students to have a strong will quality. For example, when teaching the issue of cooperation and competition in Lesson 16 of Volume 1 of the eighth grade "Herringbone Structure", it was mentioned that the long-term cooperation of students in the class's health work requires everyone's strong will, which can be done in daily activities Strengthen the cultivation of will. The sanitation work of the class is actually to create an environment for everyone to hone their will, so that they can get exercise in overcoming difficulties. I hope that students will persevere with the attitude of "perseverance". If students can persist in doing hygiene work well, it is equivalent to cultivating their own perseverance, and they will be able to persevere in other things in the future.

4. Moral Behavior

Practice, that is, moral behavior, refers to actions taken by people under the control of certain moral understanding or moral emotions. Moral behavior is an important external manifestation of human character. Students' morality can only be demonstrated through moral behavior, so moral behavior is an important indicator of people's moral cultivation level. Only when moral behaviors are performed in the activities of moral norms can students deepen their moral understanding and emotions, exercise their moral will and enhance their moral beliefs, so that their moral character can be developed and their moral abilities can be improved. In the process of ideological and moral teaching, special attention should be paid to the cultivation of students' moral behavior, requiring students to be consistent in their words and deeds, strictly abide by moral norms, and persist in it for a long time to form good habits.

In order to cultivate students' correct moral behavior, it is necessary to create rich and colorful activity-based teaching content in teaching. For example: in the teaching of the first grade of junior high school, the teacher combines the education of good psychological quality and moral quality, and cooperates with the teaching materials about "self-esteem and trust," "cultivating patriotic sentiments," "honing strong will," and "cultivating elegant sentiments." , "Cultivating Good Psychological Personality", "Learning Self-Discipline" and other contents, we held a "Remembering the Revolutionary Martyrs" story session, a "Chairman Mao Poetry" recitation session, a lecture session on "How I Deal with Frustration Correctly", and collected art treasures. , exhibitions of stamp collections, biological specimens, pictures, photography, small productions, etc., personal personality analysis sessions, debates on "Will self-discipline lose freedom?" etc. The second grade of junior high school focuses on legal knowledge education, and has set up "Today's Statement", "Legal Talk Around Us", "Case Reenactments", "Project Analysis", "Cartoon Statement", and collected typical materials on law enforcement, law abiding and law popularization. Moot court and other activities. A series of activity-based teaching allows us to realize that activity class teaching is conducive to the overall development of students, can meet students' psychological development needs of "expressing themselves and embodying values", and generates pleasant emotional experiences through participation and stimulates students' interest in learning. interest. These activities can strengthen the subjective experience and promote the development of affection between individuals and collectives and among others. Students can express themselves freely in activities and gain a sense of accomplishment and independence, thereby cultivating students' moral behavior. In short, knowledge, emotion, intention, and behavior each have their own special status and role in the formation of students' moral character. Knowledge is the guide for the formation of moral character, emotion is the driving force for the formation of moral character, intention is the guarantee for the formation of moral character, and action is the symbol of the formation of moral character. The formation of students' moral character generally starts with knowledge and ends with action. In our ideological and moral teaching, we can take different starting points according to the actual situation of students, but we must pay attention to the simultaneous development of the four elements at the same time, because although the four elements are relatively independent, they are interconnected, mutually restrictive, and mutually exclusive. To promote the unified whole, only comprehensive consideration and consideration, and the use of appropriate methods in teaching can be conducive to the improvement of students' ideological and moral character.