How should teachers use such examples to guide students to think and judge morally?

Read the following materials. Issue. Recess Xiaohua and Xiaotian squatted under the old locust tree in the kindergarten, looking at something intently, I.

Read the following materials. Issue.

During the recess, Xiaohua and Xiaotian squatted under the old locust tree in the Jianli Kindergarten, looking at something intently, and I slowly walked over when I saw this and asked softly, "What are you looking at?" "Little Flower happily:

Teacher, the ants are dancing in a circle! I was a little surprised to hear this, and I was stunned for a moment, and then I followed their line of sight, and it was indeed ant 4j"j formed a circle, and if you look closely, it is actually because the ground manuscript Wang Sou accidentally sprinkled a circle of honey. I looked down and pondered for a moment, thinking to myself, when I was a child, I was also full of curiosity about the world around me, but unfortunately there was no one to guide me, and this enthusiasm was gradually disappearing, and this might be a good time for them to start and develop their ability to observe and think.

So I asked softly, "Let's take a closer look and think about it, can ants really dance in circles?" When the children heard my question, they observed it more carefully, and discussed it enthusiastically with blushing faces.

For three consecutive days, I took them out to observe the surrounding flowers, plants, small animals, etc., and found that the children were both happy and increased their knowledge. So I decided to develop a curriculum in which I would choose a common plant or animal each week and spend an afternoon with the children to observe it. Go and learn.

Question: From the perspective of the teacher, please evaluate the educational behavior of "me".

Summary. Third, practice is the fundamental basis for testing the good and evil of teachers' moral behavior. Practice is the criterion for testing truth, and it is also the basis for judging good and evil actions.

First, the distinction and unity of motive and effect is a process full of contradictions and taking practice as the basis for feasting and boredom. (1) The difference in motivation and effect are unified in the overall behavior. First, motivation and effect are interdependent and premised on each other.

2. Examination and judgment of teachers' moral behavior. (1) Paying attention to the investigation of behavioral motivation is one of the characteristics of teachers' moral evaluation.

Third, practice is the fundamental basis for testing the good and evil of teachers' moral behavior. Practice is the criterion for testing truth, and it is also the basis for judging good and evil actions.

Summary. Hello, it is a pleasure to serve you, I am the voice of the heart, your question I have seen, the moral education of teachers to students is to improve the moral awareness of students. The process of moral education begins with the improvement of students' moral cognition.

Hello, I am very happy to serve you, I am the voice of the heart, your question I have seen, teaching caution so that the teacher to carry out moral education for students is to improve the moral recognition of students. The process of moral education begins with the improvement of students' moral cognition.

1) The process of moral education is the process of improving students' moral cognition, moral emotion, moral will, and moral behavior. Moral understanding is people's understanding and evaluation of right and wrong, good and evil, and the concept of moral character formed on this basis is the basis for the formation of students' moral character. Moral emotion is the internal motivation for students to produce moral behavior; Moral will is the spiritual force that regulates students' moral behavior, and moral behavior is a sign of moral level. (2) The general sequence of the moral education process can be summarized as follows:

Improve moral awareness, cultivate moral feelings, exercise moral will, and cultivate moral behavior habits. The process of moral education generally begins with knowledge and ends with behavior. However, due to factors such as the complexity of social life and the diversity of the influence of moral education, there are many beginnings in the process of the specific implementation of moral education, and the appropriate beginning can be selected according to the specific situation of students' moral development.

3) As a teacher, Wang Cha should be aware that the constituent elements of moral character have a variety of beginnings, and teach students according to their aptitude.

In the process of cultivating students' ethical behavior, teachers should pay attention to the following:

Set an example: Teachers should be role models for ethical behavior for their students. They should demonstrate integrity, honesty, respect, and caring behavior as a way to motivate students to follow suit.

Facilitate discussion and reflection: Teachers should provide opportunities for students to engage in discussion and reflection on ethical issues. Through open-ended discussions and guided questions, students are stimulated to think about moral issues and help them form their own moral judgments and values.

Promote emotional development: Teachers should focus on students' emotional development, developing their empathy, caring for others, and conflict resolution skills. Through emotional education, students can understand the feelings of others and develop good interpersonal and cooperation skills.

Develop self-discipline and responsibility: Teachers should help students develop self-discipline and responsibility. By setting clear rules and expectations, students are taught to follow the rules and take responsibility for their actions. At the same time, teachers should also provide positive feedback and rewards to reinforce students' self-disciplined behavior.

Encourage Positive Behavior: Teachers should actively encourage positive behavior and moral choices in students. Through praise and rewards, students feel that their good deeds and moral choices are recognized and appreciated, thereby enhancing their moral awareness and self-affirmation.

Educational Cooperation and Fair Play: Teachers should educate students about the importance of cooperation and fair play. They should encourage students to learn to respect, share, and help others in teamwork.

At the same time, teachers should also educate students about the principles of fair play and the importance of honesty, impartiality and respect for rules.

In conclusion, teachers should focus on shaping role models, leading discussions, promoting emotional development, cultivating self-discipline and responsibility, encouraging positive behavior, and educational cooperation and fair play when cultivating students' ethical behavior. Through these measures, teachers are able to effectively help students develop good moral values and behavioural habits.

1. Improve students' moral awareness. Teachers should teach by word and deed, coordinate influence, guide students to effectively grasp moral concepts and rich knowledge, teachers should develop students' moral evaluation ability, and help students establish firm moral beliefs.

2. Enrich students' moral feelings. Teachers should become models of students' emotional life, teachers should take various effective measures to enrich students' moral and emotional experience, and teachers should educate students to learn to regulate their feelings.

3. Exercise students' moral will. Organize students to participate in a variety of realistic activities, and teachers should teach students according to their aptitude according to the differences in moral will, and stimulate students' conscious and radical moral will exercise through examples.

4. Train students in moral behavior. Help students form stable and strong moral motivation, guide students to master reasonable behaviors, and cultivate students' moral behavior habits of loose stockings.