The importance of critical thinking in primary school moral education teaching has been overlooked, and textbooks are disconnected from students' lives, leading to a mismatch between family education and school education. The new curriculum reform introduces a "discrimination column" to promote students' rational thinking and moral internalization. Explore how to effectively utilize the "discrimination column" to realize the value of moral education.

1、 Strengthening Moral Understanding in the Comparison of 'Existence and Nothingness'

In the teaching of morality and rule of law in the lower grades of primary school, teachers can use students' imagination and use the "presence and absence" comparison method, such as the influence of wind on nature and life, to guide students to experience the situation and deepen their understanding of nature and morality.

2、 Learn to distinguish right from wrong in the process of looking back on the past and present

Primary school students in the lower grades use the "look back" teaching method and personal life experience to distinguish right from wrong in moral and legal courses. Teachers should guide students to start from daily life, activate their thinking through questioning and discussion, and promote reflection on their behavior. For example, in the lesson of "Cute Animals", the teacher helps students deepen their understanding of life and improve their ability to distinguish right from wrong by asking questions and discussing real stories of animal interactions. This method helps students learn to judge the cause and effect of things and extract life wisdom through retrospective analysis of the past.

3、 Enhancing moral emotions through empathy and empathy

Primary school students in the lower grades learn to think from others and empathize through role-playing and situational experience in moral and legal courses, in order to cultivate the quality of considering others. Teachers guide students in the lesson of "Sharing True Happiness" to understand the behavior of others, reflect on their own behavior, and recognize the boundaries of sharing through questioning and role-playing. This method helps students shift their focus from self centeredness to the perspective of others, enhancing understanding and tolerance.

4、 In the analysis of dilemma, understanding the moral significance

In the teaching of "Morality and Rule of Law" in the lower grades of primary school, moral dilemmas are designed to guide students to think deeply, promote moral cognition and practice. Teachers should grasp the core of the problem, guide students to understand the complexity of life, and cultivate critical thinking. For example, in the lesson "Family Love", by discussing whether the grandmother should help the grandson carry the backpack, students can realize that the grandmother's actions are out of love for the grandson's growth. Teacher guidance helps students to stimulate their inner moral sense, correctly understand morality, make moral choices, and perceive the meaning of morality when facing dilemmas.

5、 Standardize moral behavior in expanding thinking

Life oriented and student-centered moral education emphasizes guiding elementary school students to integrate into society through learning and form correct moral concepts. Teachers should highlight teaching priorities, guide students to learn, comprehend, and grow in practical life, form basic judgments, and learn to live a moral life. For example, in teaching the lesson "I Don't procrastinate" in the second semester of the first year of "Ethics and Rule of Law", by designing and analyzing questions such as "What to do when encountering a red light when arriving late for class", students are guided to discuss and come to the conclusion that they should not only cherish time and not procrastinate, but also abide by traffic rules and ensure safety. Through thinking expansion training, students can deepen their understanding of textbook content, clarify the connotation and significance of abiding by laws and regulations, and regulate moral behavior. Teachers should fully utilize the speculative value of the "discrimination column" to guide students to strengthen their moral cognition, distinguish right from wrong, independently construct moral consciousness, and promote the unity of knowledge and action in moral education.