Confucius, a great educator in ancient China, said: "When a disciple enters, he is filial, and when he goes out, he is sincere, and he loves the people, and he is kind." If you have spare energy, you will learn the text. The German educator Hurlbut also believed that "morality is universally regarded as the highest purpose of human beings, and therefore the highest purpose of education." ”

In this case, when we impart scientific knowledge, we should first think of using the teaching content to educate students in moral education. "The 'educational' nature of the language discipline is more prominent and more important, because the production process of any article is the process of expressing a certain idea through language and writing, so in the Chinese class, through the analysis and scrutiny of the structure of words, words, sentences, and chapters, typical characters and events, students can be imperceptibly edified in terms of ideas and other aspects while gaining knowledge, and arouse students' emotional resonance. ”

The content of Chinese classes is rich and colorful, and there are only two categories: positive and negative, no matter which category, it can provide moral education for students. This article is about using negative characters and things to educate students positively, which is temporarily called "reverse moral education".

The so-called "reversal" is the opposite direction. This kind of reverse education is to excavate the essential things through the analysis of the negative characters and the appearance of things, reveal the backwardness, reactionary and decadent nature of this essence, point out their harm to mankind and the country, and condemn their deterrent and destructive role in the progress of history, so that students will hate them, abandon them, and in turn love and embrace their opposites, positive characters and things.

This kind of reverse education, in its essence, is a kind of "curve" education, which starts from a longer "range" and has a process of comparison, identification, and turning in the middle. The effect is similar to that of positive education, and in a certain sense and extent, it is more interesting, more appealing and convincing than positive education.

So, how can we use the negative characters and things in the text for moral education?

The most important one is to combine this reverse moral education with aesthetic education.

Because aesthetic education is "to educate students through literature and art and with the help of nature, beauty in real life, so that they can understand what is beautiful, what is ugly, what is noble, and what is despicable, stimulate students' sense of beauty, cultivate their hearts, cultivate their noble sentiments, and make them form correct aesthetics, love beautiful things, and hate ugly things."

Aesthetic education is an education that cultivates students' ability to have a correct aesthetic viewpoint and appreciate and create beauty.

In aesthetic education, "education through literature and art and with the help of beauty in nature and real life" in aesthetic education is to reproduce the picture of real life through concrete and perceptible artistic images, which indirectly implies rich and complex content and meaning that are difficult to express and exhaust by concepts.

If people want to get intellectual education and spiritual pleasure from it, they must obtain it through the understanding, analysis, and evaluation of these concrete and perceptible artistic images, and the negative characters and things in the reverse moral education are precisely half of the artistic images in literature and art (the other half are positive characters and things), and this must be the case in order to achieve the goal.

When we teach texts, we guide students to start from the direct feeling of these artistic images (which refers to the negative characters and things), and always accompany the perception, association and imagination of specific images, repeatedly chewing, and repeatedly reminiscing to achieve understanding.

Subsequently, through the analysis and evaluation of their appearances (the voices, smiles, speech and demeanor of the characters, the various phenomena of things and their development and change process), and with the help of image thinking, a certain rationality hidden in the artistic image is comprehended.

Finally, it is cast with the standard of truth, and a profound moral education is carried out in a refractive way.

Another important point is that the negative artistic image cannot be analyzed in isolation.

In fact, the combination of negative and positive forms constitutes a complex world.

Chairman Mao said, "True, good, and beautiful things always exist in comparison with false, evil, and ugly things, and develop through struggle." ”

As an artistic image that reflects real life, we need to combine the two. Some people say that "good and evil are a pair of categories, just like truth and falsehood, beauty and ugliness, with the same identity and struggle", while we carry out truth, goodness and beauty, we must guide students to analyze and criticize, improve students' ability to distinguish between good and evil, right and wrong, to achieve this goal, we must compare positive things with negative things.

Because there is no comparison, there is no identification, there is no truth as the standard, we can not make conclusions, of course, we must analyze the negative artistic image, supplemented by the positive artistic image, and the positive image is always in a foil position.

Let's talk about a few specific methods.

1. Contrasting method

Contrast is the comparison of two different things together, and these two things are contradictory and opposing to each other. The contrast between the two bodies gives more prominence to the nature, state, and characteristics of things, so that people can distinguish between good and bad, good and evil, and beauty and ugliness in comparison.

When we teach, we take the content of a certain text (or a certain article of negative content) as the main body, find out the opposite of another article (or the opposite content of the same article), and then, we guide students to compare the opposing relationship between the two sides of the contradiction through the thinking activities of the brain, identify the merits, find out the key to the problem, recognize the essence of the negative character or negative thing, hate it, abandon it, turn the emotion to the opposite, and get the harvest of moral education.

Lu Xun's novel "Medicine" describes the semi-colonial and semi-feudal society that killed the living Hua Xiaozhuan and Xia Yu. And "For the Sixty-One Class Brothers" reported that New China had turned 61 poisoned people into safety. What a stark contrast between a society that kills the living and a society that resurrects the "dead"! Through this contrast, the students realize the darkness of the old society and the superiority of the new society, and thus hate the old society even more and love the new society even more. It can be said that the students have received patriotic education at this stage.

2. Correspondence method

"Correspondence" means that an item in one system is equivalent to an item in another system in nature, function, location, or quantity. We borrow the word "correspondence" to apply to the same kind of antagonist with subtle differences. Identify their personality differences through their words and deeds, and summarize their similar personality traits.

Through the analysis of the correspondence between these "similarities and small differences", the essence of their common stages is revealed, and the truth that "since the beginning of historical records, the history of human society is a history of class struggle" is revealed, so that students can understand the reactionary nature of the class represented by the negative characters and their reaction to social development, and enhance the students' concept of class struggle.

Grandet and Pryushkin are the same kind of characters, but there are differences. Grande is "keeping" wealth, and Pryushkin is "accumulating" wealth; Grande is "ever-changing" and Pryuchkin is "filthy and lazy", but both of them love money as much as their lives. No family affection, no humanity. From the appearance of their words and deeds, it can be seen that their essence is to exploit and oppress people for a living, and they are all representatives of the reactionary class that is hated and hated. From them, the students learned that the proletariat must eliminate exploitation and oppression in order for the people to live happily.

In this way, the students were educated in the class perspective of the proletariat.

3. Contrast method

The original meaning of the word "contrast" refers to the difference in black and white contrast between photographs, negatives, or scenery. This contrast refers to the contrast between two sides of the same thing, reflecting the dialectical relationship between contradictions and unity within things, so that people can see the problem comprehensively and thoroughly. We use contrasts in moral education.

It refers to the fact that there is a big difference between the two of the same kind, but it does not constitute a sharp contradictory relationship, but there is a relative meaning of "positive and negative". We ask students to find the "difference" from the pairwise comparison, learn from the negative, and remedy it with the positive. Judging from the relevant chapters of "Romance of the Three Kingdoms," Ma Tan was not an "idle person," otherwise, how could the shrewd Zhuge Liang send him to guard important military sites? As for Zhuge Liang, he is completely different from him, the difference between the two can be said to be not small, and the students can learn from Ma Jian and find a remedy from Zhuge Liang, that is, to learn Zhuge Liang's modesty and prudence, and the good style of doing things according to objective laws, which has been educated from the perspective of dialectical materialism.

4. Horizontal method

Horizontal, it means that several negative characters can be connected in series from a certain angle, find out the focus of their personalities and arrange them, distinguish the categories of these personality traits, and reveal the class attributes of these personalities. Then, using the standards of revolutionaries, students can distinguish between the true, the good, the beautiful, and the false and the ugly.

Chairman Mao said: "True, good, and beautiful things always exist in comparison with false, evil, and ugly things, and develop through struggle." "Good and evil are a pair of categories, like truth and falsehood, beauty and ugliness, with identity and struggle (contradiction). While carrying out the education of truth, goodness and beauty, we must guide students to analyze and criticize the false and ugly thoughts and behaviors of the villains in the textbooks, and improve students' ability to identify good and evil, and distinguish beauty and ugliness, that is, aesthetic ability.

After distinguishing the difference between the two, add yourself to it and compose: the negative character→ the standard of the revolutionary← self-image, and the structure of the three as one (horizontal education structure diagram: omitted). Under the contrast between the two [the negative character and the positive character (revolutionary)], the direction and standard of shaping the "self-image" are chosen, so as to obtain ideological education. Characters in high school Chinese textbooks: Wang Xifeng is two-faced and three-stabbed, Belikov is conservative, and Ah Q's spiritual victory method.

These three people, one abomination, one contemptible, and one pathetic. The core of the personality of the three characters is either the exploiting class or the nature of the declining class, which embodies selfishness, decline, decadence, and reaction, all of which do not meet the requirements of the current era and are harmful and unhelpful.

As the younger generation, we should not follow suit, we should take positive figures as examples, use the standards of revolutionaries to restrain ourselves, and be the reserve army for the construction of the four modernizations, so that students can get the education of collectivism and mass viewpoint.

5. Longitudinal method

The vertical method refers to taking the situation of someone before and after a certain event as the "axis" in chronological order, revealing the regularity of objective development through the comparison of development and change, and proving that the wrong or reactionary will inevitably be defeated or destroyed;

The situation of Mathilde, the protagonist in "Xiang Lian", is:

Extravagant hope ————— borrow Lian ————— lose Lian ————— debts

(Beginning: Dream) (Development: Embodiment) (Climax: Wire) (Ending: Tragedy)

We can see from our analysis of the heroine's changes around the past ten years that her extravagant hopes are divorced from reality and are the genes of all misfortunes, "borrowing Lian" is a reflection of her ideological consciousness of pursuing pleasure and vainness; "Dilian Lian" is the fuse of her "one-night joy has attracted ten years of bitterness"; and "debt" is the inevitable result of the sharp conflict between her dreams and reality. Her dreams were born entirely around the individual, were corrupt, declining, impossible to achieve, and could only end in tragedy.

Although her tragedy was caused by capitalist society, she herself also has an unshirkable responsibility, and in the final analysis, she did not have a correct outlook on life, and we can educate students from her to be down-to-earth, look to the world, establish lofty communist ideals, inherit and carry forward the revolutionary tradition, and serve the people wholeheartedly, so that the students can receive education in revolutionary ideals and traditions.

In short, through the above discussion, it is not difficult for us to see that this kind of reverse moral education still embodies the education of the four elements of knowledge, affection, intention and action in moral education, and has also received remarkable results.

(May 1995)