The Comparative Study Of Changing Moral Education In The Cross-Strait Primary Schools

Moral education has always been valued by our country as cultural tradition; both of the Mainland and Taiwan have inherited the outstanding tradition. Cross-Strait comparative study of moral education in primary school is a realistic subject. On the one hand, it is conducive to the improvement and development of moral education. On the other hand, it lays a good foundation for later learning stages. Owing to historical and realistic reasons, moral education on both sides of the Taiwan Straits has integration and distinction. Therefore, Taiwan is more feasible to be chosen as a comparison object. The comparative study tries to analyze their similarities and differences by applying the method of subject comparison, using comparative analysis method, historical analysis method and literature research method. Compared to the common ground, the difference is relatively more conducive to discover the problems of moral education, promoting the optimization of the development of moral education. Therefore, this paper briefly describes the common point while it focuses on the difference comparison, so as to provide some valuable ideas for the future moral education reform in the Mainland primary schools.The thesis is divided into six parts. The first part reviews the development of modern elementary moral education across the Taiwan Straits, pointing out their reform characteristics and developmental track. Continental elementary schools present three major trends in development that focuses on training students’ awareness of national identity, curriculum design gradually return to their daily lives, educational goals becoming reality. Taiwan’s elementary school reform has four main features, namely high school autonomy, moral teaching turning to integrated model, goals emphasizing abilities, from the Political Center to Student Center.The second part discovers the similarities of moral education on both sides of the Taiwan Straits, by successively comparing the concept, content, methods and evaluation. It includes that education tend to take the student as the main body, to preserve the traditional values, to focus on activity teaching and behavioral assessment. The third part highlights the difference between the two sides of elementary moral education. The idea is different in the value guidance, degree of ideological intervention and school autonomy. The content make a difference in leading part, width range and hierarchical distinction. The ways are different in educational model and educational force integration. The evaluation varies in the emphasis on the function, form of diversification, the depth and breadth of content.The fourth part points out the problems existing in the Mainland primary schools, namely idea are of subject orientation, lack of school autonomy and ignored students’ intrinsic value orientation; content of broad scope, lack of clear hierarchy and neglected students’ behavioral practice; ways of lack of recessive ones and low integration; evaluation of focusing on management function and paying attention to result evaluation while process evaluation undervalued.The fifth part further analyses the hidden reasons of the problems, which are concluded to three aspects, that is deviated functional orientation of moral education, broad definition and etiolated non-profit social organization.In the sixth part, taking valuable experience of Taiwan primary moral education for reference, the thesis puts forward proposals for the future primary moral education development in the Mainland. First, adhere to the orientation of harmonious society, developing subjective moral personality. Second, follow the regional features, developing the autonomy of local school. Third, adjust the content of moral education, pursuing of coherence and serialization. Fourth, create Moral Character Campus culture, integrating education forces of the whole society. Fifth, adhere to the standards, improving moral evaluation’s function.