党的十八大报告指出，要坚持教育优先发展，把立德树人作为教育的根本任务，培养德智体美全面发展的社会主义建设者和接班人。提高学生素质，发展学生素质历来是教育的追求，德育作为小学教育中重要的组成部分,它的发展不仅关系着学生个人的成长，同时也是实现素质教育的关键所在。由此可看，无论是基于教育事业的整体使命，还是从受教育者的个性发展、全面发展、优质发展出发，德育都被放在了首要的地位，但德育工作在校开展情况与德育工作实效情况，因其环境的不同，实施主体的差异，不能一概而论，而是需要经过实际的调查研究，才能找准问题。在正确的理论指导下，才能针对性地解决问题，从而促进德育工作的开展。

自古教人求知易，育人求德难。德育本身就意味着个体的认知、情感、意志和行为的发展过程，故与其他育相比，具有一定的复杂性、长期性与反复性。复杂性是因德育对象的特点难以把握，而长期性是由品质形成过程的长期性和反复性决定的。复杂性要求德育工作者将德育对象放在重要位置，定期性地关注德育对象的变化，从而实施德育教育。长期性与反复性则要求德育工作者具有系统性思维、过程性思维，科学开展、科学指导、科学评价德育工作，有效地引导德育对象的发展。

德育过程是培养学生知、情、意、行的过程，如果说“知”是起点,那么,“行”就是终点与归宿,“知行合一”是德育教育的理想目标与价值追求。然而,当我们冷静地观察、理性地审视现实的德育教育过程与受教育者呈现的德育效果时,“知行分离”的现象却屡见不鲜,常有高高在上的理论灌输，不容置疑的课堂氛围或者随意的实践、纯粹的实践、缺乏思考的实践存在。这些因素成为了直接影响和制约德育工作有效性的主要因子。本文以云南省昆明市五华区一小学为例,通过观察、问卷调查、深入访谈等方式研究其德育工作的开展过程及开展效果，分析出当前小学德育工作中存在的一些不足之处,如教师教学方式单一，未充分发挥学生主动性；学生实践机会少且缺乏指导，呈现随意性、盲目性；德育实施主体的示范作用弱，对学生的过程性评价少，促进作用弱等问题。针对这些问题进行成因分析,并在知行合一理论下科学地提出解决当前小学德育工作中存在问题的改善策略,分主体给出建议，进行优化设计，以期能够提升小学德育工作的有效性。

The report to the 18th National Congress of the CPC pointed out that we should give priority to the development of education, take moral cultivation as the fundamental task of education, and train socialist builders and successors with all-round development of morality, intelligence, physical beauty. Improving students' quality and developing students' quality has always been the pursuit of education. As an important part of primary education, moral education is not only related to students' personal growth, but also the key to realize quality education. It can be seen from this that moral education is placed in the first place, whether based on the overall mission of education or from the individual development, comprehensive development and quality development of the educatees. However, the situation of moral education in school and the actual effect of moral education cannot be generalized due to the difference of the environment and the difference of the implementers, but need to go through actual investigation and research. To find the right problem. Only under the guidance of correct theory can we solve the problem pertinently, so as to promote the development of moral education.

Since ancient times, it is easy to teach people to learn, but difficult to educate people to seek morality. Moral education itself means the development process of individual cognition, emotion, will and behavior, so compared with other education, it has a certain complexity, long-term and repetitive. Complexity is due to the characteristics of the object of moral education is difficult to grasp, and the long-term character is determined by the long-term and repeated quality formation process. Complexity requires moral educators to put the object of moral education in an important position and pay regular attention to the change of the object of moral education so as to implement moral education. Long-term and repetitive requires moral educators to have systematic thinking, process thinking, scientific development, scientific guidance, scientific evaluation of moral education work, effectively guide the development of moral education objects.

The process of moral education is the process of cultivating students' knowledge, feeling, intention and action. If "knowledge" is the starting point, then "action" is the end and destination, and "unity of knowledge and action" is the ideal goal and value pursuit of moral education. However, when we calmly observe and rationally examine the real process of moral education and the effect of moral education presented by the educated, the phenomenon of "separation of knowledge and practice" is not uncommon, there are often superior theoretical indoctrination, unquestionable classroom atmosphere or random practice, pure practice, practice without thinking. These factors have become the main factors that directly affect and restrict the effectiveness of moral education. Taking a primary school in Wuhua District, Kunming City, Yunnan Province as an example, this paper studies the process and effect of moral education in the primary school through observation, questionnaire survey and in-depth interview, and analyzes some deficiencies in the current moral education in the primary school, such as the single teaching method of teachers, not giving full play to the initiative of students; Students have few practice opportunities and lack of guidance, showing randomness and blindness; The demonstration function of moral education implementor is weak, the process evaluation to students is little, the promotion function is weak and so on. This paper analyzes the causes of these problems, and scientifically puts forward improvement strategies to solve the existing problems in primary school moral education under the theory of integration of knowledge and practice. Suggestions are given by subject to optimize the design, so as to improve the effectiveness of primary school moral education.Since ancient times, it is easy to teach people to learn, but difficult to educate people to seek morality. Moral education itself means the development process of individual cognition, emotion, will and behavior, so compared with other education, it has a certain complexity, long-term and repetitive. Complexity is due to the characteristics of the object of moral education is difficult to grasp, and the long-term character is determined by the long-term and repeated quality formation process. Complexity requires moral educators to put the object of moral education in an important position and pay regular attention to the change of the object of moral education so as to implement moral education. Long-term and repetitive requires moral educators to have systematic thinking, process thinking, scientific development, scientific guidance, scientific evaluation of moral education work, effectively guide the development of moral education objects.