Moral Education In China And America: A Comparative Study

Moral Education in China and America: A Comparative StudyComparison is to determine the similarities and differences between things, to analyze similarities and differences between two or more similar things, to identify advantages and weaknesses, and to explore the law of the thought process and methods. According to certain criteria, it contrasts things that have some contact with each other, and determines the similarities and differences. And through identifying and comparing the similarities and differences between things, the latter in particular, we explore the differences between things and the same factors concerned, and understand the nature of things and the law of movement.In the background of accelerating economic globalization and international cooperation, China contacts other countries more frequently, and the new situation requires us to examine the other countries more closely and more objectively, especially in the field of advanced science and technology in some developed countries. As an important part of China's superstructure and advanced culture, moral education should adapt to the times. In order to further promote the development of educational theory and practice, we must attach great importance to the comparative study of moral education between china and other countries.It is not a long time since United States was founded, but after two centuries of development, the United States has formed a social and educational goal to adapt to their moral system. The comparison of the two countries through the moral education can reveal the universal law of moral education under the different social systems and cultural environment, can help us to learn and absorb the successful experience of the United States to promote the reform of moral education. This is beneficial for further understanding and grasping of the laws of China and characteristics of moral education, development, advantages of the inherent moral the socialist market economy construction in China under the moral issues. Especially in the transition period, the drastic changes in social structure, the impact of the outside world have brought rapid changes in society as a whole, our country has suffered an unprecedented moral challenge. Therefore, understanding the development trend of moral education abroad, learning the successful experience from abroad are the basic requirements of the new situation. Seeking a new method of moral eduation to adapt China's modernization is an urgent task for us.Because of differences between Eastern and Western cultural traditions and social systems, moral education of China and America has different performances in many aspects. But with the development of economic globalization and information technology, moral education presents the trend that two countries learn from and attract each other. In this paper, the author deals with moral schools, moral goals, moral methods, etc. in the two countries in view of their similarities and differences. In the end, the author sums up the successful experience of America, analyzes moral problems in China, and discusses what we can learn from America and the measures of moral education of our country and predicts the outlook of moral education in the 21st century.This paper is divided into five chapters: The first chapter introduces the moral education, the meaning of comparative moral education, Chinese and American traditional moral theory, focusing on the ancient Chinese theory of moral education and moral education of the three main schools of the United States. I focus on the Confucian moral education, because of its everlasting significance. Dewey, the pioneer of moral theory in US, in the light of his philosophy of pragmatism, proposes a "child centered"principle of education, which goes against traditional moral education of children forced indoctrination. The cognitive development theory is to clarify the confusion of sixties and seventies of the 20th century, since the new moral theory leads to the America's economic prosperity, technological progress and social crisis and the state of moral chaos, paradox in this period. Here, I will take out the three theories for a more detailed description and analysis in order to understand the characteristics of the United States.Chapter II: moral differences between China and America, moral training objectives, implementation approach, family and moral education, moral education, moral education between them, a comparative analysis of the concept, by comparing can found: guidelines identify different moral goals, China emphasis on "social-oriented " or "community first, " the pursuit of moral goals are community and social values; the United States by the "people-oriented " or "first person", the pursuit of personal ideals and rights. Analysis differences in the root cause of moral education, moral education in China and the U.S. way of thinking, different values and moral education. The root cause is rooted in the basic moral, in the long human history of universal norms of social life to play, that is, democracy and individualism in ethics. This is also the moral values of American-style basic orientation.The third chapter discusses the successful experience of the United States and moral education problems of China, the success of moral education in America, on the whole tradition of moral education is the result of criticism, from criticism of traditional moral teachings and moral indoctrination began construction of his theory In Dewey's view, health and moral education must be against the indoctrination of children to respect individual freedom of education. As for the moral problems in China mainly are: the depletion target location, away from real life; rigid practice models, highlight the lack of creativity; activities focus on form, to inspire enthusiasm.The fourth chapter is the ultimate goal of my writing, that is, by comparing the identification, we should learn what aspects of moral education in America, the paper describes the modern American model of moral education, that draw on Newman's "social action " curriculum model and the U.S. Character education model, putting forward the development of moral education activities courses, the idea of building activity curriculum model. Drawing on the invisibility of American moral approach, the formation of multi-directional infiltration model, I focus on analysis of the U.S. hidden curriculum in moral education in the use of hidden curriculum made the biggest advantage is its mode of action is indirect and potential. Avoiding directed, remarkable moral education courses may lead to the reverse psychology.The fifth chapter is my conclusion. Learning from the successful experience of the United States in the field of moral education based on the pulse of the times, we should revise some wrong methods and ensure the moral education in China a new look. This chapter focuses on the hope for the new century. The author argues that students in school should be taught what is right and what is wrong and there indeed exist the art of moral education. Students are expected to develop in an all–round way to be ideal citizens in a harmonious society, in this sense, moral education and its reform are something we cannot do without.