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九十年代的少年儿童求新、求美、求乐、求进,及好动、好奇、好问、好学,具有敏捷的动觉、敏锐的触觉,敏感的察觉和敏慧的领悟力。面对这么一代活泼、聪颖的少年儿童,光靠耳提面命的说教是不行的,广大教师从学生的实际出发,创造性的教育活动载体受到少年儿童欢迎。所谓载体,原指科学技术上某些能传递能量或运载其他物质的物质。例如工业用来传递热能的介质就是载体。又如把一定量的某种元素加到该元素的放射性同位素中,以便于化学操作,所加的某种元素就是载体。那么,德育工作的活载体又是什么呢?笔者以为,这个载体是德育工作告精心设计的、能吸引教育对象积极参与,在活动中自我认识、自我
The children and adolescents of the 90s seek for beauty, seeking pleasure, seeking progress, and being active, curious, well-asked, studious, with agile kinesthetic, sharp touch, sensitive sense and sensitive insight. In the face of such a generation of lively and bright children and adolescents, it is impossible to rely solely on earnest teaching. The majority of teachers are embraced by the actual needs of their students and their creative educational activities are welcomed by children and adolescents. The so-called carrier, originally referred to some science and technology can transfer energy or carry other substances in the material. For example, the medium used by industries to transfer heat energy is the carrier. Another example is the amount of a certain element added to the element's radioisotope, in order to facilitate chemical operations, the added element is the carrier. So, what is the living carrier of moral education? In my opinion, this carrier is a well-designed moral education work, which can attract the active participation of the educational object, self-awareness in the activity, self