The Goal of Moral Education for Middle School Students

The education system of countries around the world in general and Vietnam in particular is changing profoundly, in which a major focus is shifting to teaching methods, educating students to improve their initiative, independence, creativity and diligence for each student while promoting creativity, adaptability and personal responsibility when participating in the digital world.

The 4.0 era provides a huge amount of information, fast transmission speed, diverse learning methods , scientific and progressive arrangement and searching methods. Teachers cannot teach or present what is available because through search engines, printed books in file format are shared for free, learners are fully capable of searching and accumulating more knowledge than teachers. Therefore, in addition to providing knowledge, teachers have the responsibility to teach knowledge searching methods, develop the ability to exploit information and search for information for students. However, many teachers and students have not kept up with the progress of society and the requirements of the revolution.

4.0, there is still a small group of students who, when participating in social networks, have behaviors that get stuck in the dark side of social networks, going against social norms.

The spirit of independence and creativity is a prerequisite for a citizen to integrate into the globalized environment, be ready to accept and adapt to all challenges and differences, and be able to work in a multi-tasking, multi-functional role. The above requirements can only be achieved through liberal education, educating autonomy, self-responsibility, creativity, diligence, and honesty. These are the personal qualities set forth in the 2018 general education program.

Teachers need to be proactive and self-conscious in comprehensive innovation. First, build a practical teaching program, not just a textbook. Focus on teaching and education methods that promote students' thinking and critical thinking skills. Educational content must continuously absorb new theories,

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Educational methods must demonstrate guidance, instruction, and counseling to promote the role of self-education and self-training of students.

The 4.0 revolution also facilitates the management of formal and extracurricular educational programs, bringing direct impacts to students, helping them acquire knowledge faster and apply the knowledge they have learned to real life. Thanks to that, the management of moral education will be of higher quality and more effective and can be deployed on many information channels for management.

The 4.0 revolution sets new requirements for education in general and moral education for secondary school students in particular. In the context of integration, in order to communicate, learn, and exchange knowledge and experience, learners constantly learn from each other and exchange knowledge and experience through the flat world, promoting the role of self-education and self-training of each student.

1.3.1.2. Goals of moral education for junior high school students

Help students understand basic ethical and legal standards and the value and meaning of those standards;

Be proud of family, homeland and ethnic traditions; respect, be tolerant, care and help others; be proactive and proactive in studying and working; have a correct and clear attitude towards phenomena and events in life; be responsible for oneself, family, school, society, work and living environment.

Assess the attitudes and behaviors of oneself and others; self-regulate and remind and help friends and relatives adjust their attitudes and behaviors according to ethical and legal standards;

Carry out individual and collective tasks to achieve goals and plans for self-improvement and development; know how to establish and maintain harmonious relationships with people around, adapt to changing society and solve simple problems in individual, collective and community life in accordance with cultural values, ethical standards, community rules, legal regulations and age.

1.3.2. Content and principles of moral education for students

1.3.2.1. Content of moral education for students

The content of moral education includes 5 main content strands: patriotism, humanity, diligence, honesty, responsibility, and also includes legal education content for students.

The content of moral education for secondary school students focuses on the following basic contents:

Forming in students basic knowledge about the standards of patriotism, love of homeland, national spirit, the significance of implementing those standards for themselves, society and ways to perform behaviors to demonstrate patriotism;

To form in students basic knowledge about the standards of compassion, the significance of implementing those standards for themselves, society and how to perform acts of compassion;

Forming in students basic knowledge of standards of diligence, the significance of implementing those standards for themselves, society and ways to practice diligence;

Forming in students basic knowledge about honesty, the meaning of implementing those standards for themselves, society and ways to implement and practice to demonstrate honesty;

Forming in students basic knowledge about responsibility, the meaning of implementing those standards for themselves, society and how to implement responsibility in all students' relationships.

Education on legal awareness, awareness of respect and compliance with the law in life, work and study; education on skills, behavior and habits of law enforcement.

Educate students to have a positive attitude in training, practice to demonstrate patriotism, honesty, diligence, responsibility and

compassion in learning, in daily relationships, in relationships with the environment, community and experiential activities.

Organize training and practice of patriotism, honesty, humanity, diligence, and responsibility for secondary school students in studying, participating in experiential activities, collective activities, and participating in social activities and self-training activities.

1.3.2.2 Principles of moral education for students

To educate ethics for students in secondary schools, teachers and schools need to thoroughly understand the following educational principles:

Ensuring the purpose of moral education for students in secondary schools: Teachers and schools must thoroughly understand the purpose of forming personality qualities and abilities for students in all activities while thoroughly understanding the goal of forming personal awareness, forming attitudes and ethical habits for students in accordance with the goals of the level of education.

Ensure respect for students' personalities and reasonable requirements for students: In the process of moral education for students, teachers and schools must correctly assess students' strengths and weaknesses and treat students equally, listen to each student's opinion and satisfy students' legitimate needs while always making reasonable requirements appropriate to students' ability to practice and cultivate ethical behavior and habits.

Ensuring education is linked to students' lives, studies and work: The goals and content of moral education for students must be linked to the goals, tasks and content of students' studies, work and activities at school, at home and in society.

Ensure consistency between the leading role of teachers and the active role of students in self-training.

Ensure educational unity between school, family and society in implementing educational goals, educational content and methods and forms of organizing moral education for secondary school students.

1.3.3. Methods and paths of moral education for middle school students in the context of the 4.0 industrial revolution

1.3.3.1. Methods of moral education for students in secondary schools in the context of the 4.0 revolution

i) Methods of forming personal awareness of ethical standards:

Forming personal awareness of ethical standards is a long-term, complex process. It begins with children learning rules of behavior, ethical standards... and forming a system of views and beliefs about those standards [45].

Personal awareness of ethical standards is a unity between the individual's knowledge and understanding of ethical standards and personal beliefs about the implementation of those standards. The functions of the group of methods for forming personal awareness of ethical standards include the following functions: Bringing theory into the consciousness of the educational subject (ethical theory, law, aesthetics, ...). Generalizing the experiences, behaviors, and conduct of the educational subject himself.

The main task of the group of methods for forming personal awareness is to make students know how to analyze and summarize their own behavioral experiences as well as those of those around them, to be self-aware, self-evaluate, and to defend the views, beliefs, and principles they have built. This group of methods also has the function of concretizing ethical standards and concepts so that students can absorb them, creating interest for students to participate in practicing and experiencing ethical behavior and habits. This group of methods includes the following methods: Conversation method; Explanation method; Storytelling method; Example method.

Dialogue is a method of conversation between teachers and students about topics related to ethical standards to help students acquire knowledge.

Awareness of ethical standards of patriotism, compassion, diligence, honesty, responsibility through a system of pre-prepared questions.

Storytelling method is a method in which teachers use words, gestures, movements, and facial expressions to vividly tell a story that has moral educational meaning for students. Storytelling plays an extremely important role in forming and developing positive emotions, feelings, and correct beliefs in students through storytelling content, helping students learn from good examples, avoid negative examples, and form and develop in students the ability to comment, criticize, and evaluate the behavior and attitudes of others and of themselves.

Lecture is an educational method in which teachers use words to explain and demonstrate established social norms, in order to help students understand and grasp the meaning, content and rules for implementing ethical norms.

Explanation plays a very important role in helping the educational object have the opportunity to consciously acquire ethical standards, thereby forming feelings and beliefs towards those standards.

Setting an example is a method in which teachers use good examples of individuals or groups to encourage students to learn and follow. In addition, educators can also use bad examples - negative examples - to help students analyze, evaluate and avoid similar behaviors.

ii) Group of methods for organizing activities and forming behavioral skills The nature of the educational process is the process of organizing life, organizing

activities and exchanges for students, to help them voluntarily transform the requirements for implementing ethical standards into the needs to demonstrate student behavior and habits.

Through organizing activities to help students form personal awareness of ethical standards, forming positive feelings and beliefs towards

standards, especially the formation of behaviors and habits consistent with those standards. Through organizing activities and exchanges, help students transform their awareness and beliefs into behaviors and habits consistent with ethical standards. This group of methods includes the following methods: Task assignment method; Practice method; Training method; Positive discipline method; Role-playing method.

The method of assigning tasks is a method of engaging students in diverse activities with certain tasks and certain social meanings so that they are aware of the social and personal meanings of the assigned tasks, thereby having a positive attitude towards those tasks.

Training method is a method of organizing students to regularly and systematically perform certain activities, aiming to turn those actions into behaviors and behavioral habits in accordance with ethical standards.

Training method is the method in which teachers organize students to experience their awareness, feelings, and beliefs about ethical standards in various situations of life. Thereby forming and reinforcing behaviors that are in accordance with the prescribed ethical standards.

Positive disciplinary education method is a concept that reflects the positive educational perspective, the model of educating students in and through student activities, through which teachers help students change, adjust their behavior, form, develop new behaviors or prevent negative behaviors that may occur. The purpose of positive disciplinary methods in schools is: Changing bad behaviors and habits that have formed in students; Stimulating the adjustment of behaviors that have formed in students to meet behavioral standards according to educational requirements; Forming new behaviors and habits according to the requirements of society, school and family; Preventing negative behaviors in students and eliminating punishment of students in schools.

Role-playing is a method in which students coordinate with other students to organize them to practice certain behaviors in a hypothetical situation. Through role-playing activities, students can express their attitudes and opinions and practice behavioral skills.

Discussion and group work methods are methods in which teachers design discussion topics or form groups and assign tasks to each group and attract students to participate, through which activities educate students about personality qualities.

The project-based method of education is a method in which teachers design experiential projects and engage students in them, through which they teach students personal qualities.

iii) Methods to stimulate activities and adjust students' behavior

This group of methods aims to evaluate students' behavior, at the same time stimulate, promote, adjust or inhibit students' behavior, consolidate and develop the results of two groups of methods to form personal awareness and organize activities to form social behavioral experience. This group of methods includes emulation, reward and punishment methods.

The emulation method is that teachers use the emulation movement as a way to stimulate the self-affirmation tendency in each student, motivating them to compete, strive, enthusiastically rise to the top, attracting others to move forward to achieve the highest individual and collective achievements.

Rewards are a method of expressing positive evaluation of students' behavior. Through the method of rewards, students can affirm their good behavior, strengthen and develop beliefs about social norms related to the good behaviors that students have performed.

The method of punishment is a method of expressing disagreement, opposition, and criticism of students' wrongdoings compared to standards.

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