Patriotism collectivism analyzes which principles it embodies in the choice of course content

1) There is a deviation in the understanding of moral education: moral education is equivalent to political education, which degenerates moral education and narrows the function of political education. Second, moral education is equivalent to collectivist education, which excludes the realistic orientation of moral education, and leads to the tendency of moral education to be detached from reality; 3. Moral education is equivalent to collectivist education, ignoring sexual development; Fourth, moral education is equivalent to knowledge education, moral education, and examination courses.

2) Moral education is utilitarian, tends to pay attention to ideological, political, and moral knowledge, pays attention to book education, oral preaching, ignores practical training, and inspires, and consciously pays attention to the cultivation of moral subjects.

3) Subjective tendency in moral education management, habit of spontaneous ordering, neglect, in-depth and detailed investigation and study, moral inefficiency, moral indifference and other problems are serious.

4) The evaluation of moral education has a tendency of formalism, and the expression of cognition replaces the practice of book knowledge and the examination of comprehensive and systematic moral evaluation.

5) The empiricism of moral education research tends to talk about tradition and focus only on the present.

When choosing course content, there are some basic principles that need to be followed in order to achieve the best results. These principles include:

1. Validity and importance of content Due to the limited time available in schooling, the selection of curriculum content must and can only select those that are most conducive to achieving our educational purpose and the most important. The "effectiveness" and "importance" here are relative to the purpose, for example, for the goal of "mastering knowledge", the "topic" may be inefficient, but for the "cultivation of the spirit and ability", it is efficient.

2. Consistency with social reality Social reality is an important practical basis for students to understand knowledge, and if the content of the course chosen is inconsistent with social reality, it is easy to cause confusion for students. This situation was very evident in our "politics class" in the past, but now it has changed.

3. Balance between breadth and depth The content of the course is too broad, and it is not easy for students to truly and deeply understand the significance of the topics discussed; If the course content is too deep, it will not only limit the student's horizons, but also may be ineffective because it exceeds the student's comprehension ability. This balance of breadth and depth is reflected both in the balance between subjects and within the same subject.

4. Adapting to students' adaptability, interests and needs Students of a certain age have specific psychological characteristics and specific interests and needs. If we leave this psychological adaptation and teach some things that we adults think are important, we often do not get the desired effect.

In the new round of curriculum reform, the above principles have been paid attention to to a certain extent based on the reflection on the past state of education. For example, in the "Great Debate on Chinese Education" carried out in the 90s of the 20th century, a very important topic of debate was the "effectiveness" and "importance" of the content selection of Chinese textbooks. In almost all disciplines, criticisms have been put forward for the "biased, difficult, old, and narrow" content selection of the original textbooks, which is about the principle of "balance between breadth and depth"; The "Outline for the Reform of the Basic Education Curriculum (for Trial Implementation)" puts forward the requirement of linking students' classroom life with social life and with students' lives, which involves the principles of "consistency with social reality" and "adaptation to students' adaptability, interests and needs".

1. The principle of goal orientation;

2. The principle of comprehensive balance;

3. The principle of enlightenment;

4. The principle of development suitability;

5. The principle of the times;

For details, see: Theory and Practice of Preschool Curriculum

First, it is suitable for the existing level of young children, but also has a certain degree of challenge;

2. It not only meets the practical needs of young children, but also is conducive to their long-term development;

3. It is not only close to children's life to choose things and problems that children are interested in, but also conducive to expanding children's experience and vision.

Educational activities are broadly and narrowly defined. Education is an activity in itself. Educational activities in a broad sense refer to various educational activities that affect people's physical and mental development, while educational activities in a narrow sense mainly refer to school educational activities. There are various differences in school educational activities.

In terms of form, there are teaching activities, extracurricular activities, and practical activities; From the perspective of the main body of activities, there are the activities of managers, teachers, and students, and in terms of content, there are various activities such as moral education, intellectual education, physical education, aesthetic education, labor and technical education, and the development of personality and specialties inside and outside the classroom.

General Principles of Educational Activities in Kindergartens.

First, in order to implement the "People's Republic of China Education Law", "Kindergarten Management Regulations" and "Kindergarten Work Regulations", to guide kindergartens to implement quality education, this outline is formulated.

2. Kindergarten education is an important part of basic education, and it is the foundation stage of school education and lifelong education in China. All kinds of kindergartens in urban and rural areas should proceed from reality and implement quality education according to local conditions, so as to lay a good foundation for the development of children's life.

Third, kindergartens should work closely with families and communities, connect with primary schools, make comprehensive use of various educational resources, and jointly create good conditions for the development of young children.

4. Kindergartens should provide children with a healthy and rich living and activity environment to meet their needs for multi-faceted development, so that they can gain experiences that are beneficial to physical and mental development in a happy childhood.

5. Kindergarten education should respect the personality and rights of children, respect the laws and learning characteristics of children's physical and mental development, take games as the basic activities, pay equal attention to education, pay attention to individual differences, and promote the development of each child's personality.

It meets the requirements of the teaching plan, embodies the principle of combining science and ideology, and integrating theory with practice.

The syllabus should be developed taking into account the position and tasks of the course in the overall teaching plan, the objectives of the training of specialists, the role of the course, and the objectives and requirements to be achieved through learning. The compilation of the syllabus should properly handle the relationship between scientific and ideological, theoretical and practical aspects from within the discipline.

The compilation of the syllabus should also follow the principle of integrating theory with practice, and adhere to the consistency between theory and practice; The point of view is unified with the material. When attaching importance to the teaching of theories, we should not ignore practical training, and should make teaching forms such as experiments, internships, and social investigations occupy an important position in the corresponding subject syllabuses.

1. Multiple-choice questions (20 questions in total, 2 points for each question, a total of 40 points) Only one of the four alternatives listed in each question meets the requirements of the question.

The core of the outlook on life is (a).

A. The purpose of life B. The value of life C. The attitude of life D. The ideal of life The worldview is the most fundamental view and sum of people's views on (d).

a social b meaning of life c nature d the whole world outlook on life is a reaction of (c).

a why people develop b why people live c why people work d d why people work hard.

The social value of life is the meaning of an individual's life to (d).

a Self and Society b Collective and Society c Self and Others D Society and Others The value tendency of life is the meaning of (d).

A Self-worth B Social value C Value quality D Value goal Ideal is the pursuit and idea of a better future formed by people in practice.

a Realization of suddenness b Impossibility c. Beyond objectivity d Realization of possibility The establishment of the ideal person is based on (d).

a middle age b childhood c youth d youth at the heart of the ideal type (b).

a. Life B. Social Ideals C. Moral Ideals D. Professional Ideals Essential characteristics of belief salient (a).

a. "Believe" b. "Sincerity" C "True" d "Doubt".

The core of socialism is (a).

a Serve the people b respect the old and love the young c

Morality is determined by a certain socio-economic base and serves (d) a political system b cultural tradition c traditional habits d superstructure The core issue of morality is ( c).

A Thing B Nature C Man D Society.

Serving the people is a low-level requirement (a).

aAll for me, I am for all b Serve the people wholeheartedly c No self-interest, exclusively for others d Everyone for himself, God for others Morality that reflects the interests of class, nation, or society (b).

A narrow sense b broad sense c noble d legal provisions to follow in a certain professional life with their own professional norms (d) a professional norms b professional code of conduct c professional code d professional ethics the essential characteristics of professional ethics in our country (dedication to society).

An inner experience that accompanies moral knowledge is (c) a moral evaluation b moral will c moral sentiment d moral habit The law mainly embodies the will (of the ruling class).

The law is based on (b).

a will b economic relations c policy d politics 24The state-owned economy is the (leading force) of the national economy.

25.The state implements (guiding, supervising and managing) the individual economy.

26.People's Deputies.

Ideological and Moral Cultivation and Legal Basis.

Sample exam questions. The first semester of the academic year.

Course Title: Ideological and Moral Cultivation and Legal Foundations is 7 pages in total.

I found one on the library and you can see if this copy is made.

The principles that should be followed are as follows:

1. Heuristic principles:

In the history of the development of teaching in the world, the principle of heuristics was first proposed by Confucius. Confucius believed that "no anger, no anger, no anger", that is, any learning activity should be based on the conscious needs of students, and the initiative and enthusiasm of students should be fully mobilized. The principle of heuristic teaching requires that "enlightenment can be initiated, hair can be guided, guidance can be lived, and living is not chaotic", and the hallmark of inspiration is that teachers can stimulate students' active thinking activities around the teaching goals.

2. The principle of step-by-step:

This is the teaching principle advocated by ancient Chinese Confucianism, which advocates that teaching should not only be based on the depth of the content from easy to difficult, but also according to the age characteristics of the students from shallow to deep, step by step, according to the situation, and then achieve good teaching results.

3. The principle of teaching students according to their aptitude:

Teaching students according to their aptitude means that different teaching measures are taken according to certain teaching objectives and according to the individual differences and specific characteristics of students. This principle is in fact a reflection of students' personality characteristics and the laws of physical and mental development in teaching, and there are certain differences between students' knowledge level, previous life experience, hobbies, personality tendencies, etc. Therefore, adhering to the principle of teaching students according to their aptitude can make teachers' teaching work more effective.

4. The principle of mutual learning in teaching:

Teaching and learning complement each other. In the modern sense, dynamic information interaction is formed between teachers and students and between students in the teaching process, and through this information exchange, teachers and students can interact, communicate, influence and complement each other, so as to achieve consensus, sharing and progress. This is the true meaning of teaching and learning.

5. The principle of capacity

The principle of teaching based on capacity means that teaching should be based on the level of knowledge and intellectual development that students may achieve through certain efforts, and the breadth and difficulty of teaching knowledge and the progress of teaching should be determined accordingly.

1.Improve the content of education, promote theoretical thinking and practical feelings, and constantly enhance the ideological understanding of college students. The precious resources of patriotism, collectivism, and socialist education are both in books and in practice, so to strengthen the education in the "three isms" should not only promote the theoretical thinking of college students, but also enrich their practical feelings.