Values Teaching In Class

With the coming of the Era of Multi-value, we have been facing with the new chances and challenges with respect to the subsistence and the development of the human being. As one of the social practices for cultivating people, the teaching has to reconsider the position of value and reflect on the behavior in order to cope with these challenges. At the beginning this century, a great and unprecedented curriculum reform of basic education was launched and three dimensional objects were determined, including knowledge and skills, procedure and methods, and emotion attitude and values. This reform is trying to change the trend which is over-focusing on knowledge teaching and infusion and otherwise make the students form emotion attitude and points of values besides the knowledge and skills. However, considering the current teaching practice, it isn't difficult to find that the teaching is still exam-oriented and immerses itself in the superficial knowledge teaching. Therefore, it is really difficult to realize the above three dimensional targets. So, why did this phenomenon happen? How can the classroom teaching achieve the goal of values education? Can the students'points of values be really formed during the knowledge teaching? Based on the considering of these questions, we attempt to investigate the education of the students' values from the point of classroom teaching. Therefore, these discussions are divided into four parts, including seven chapters.The first part (chapter 1) is a thinking of the ontology of value, namely investigation of values' essential, characteristics and structure based on the life and related research of the value philosophy. By considering the life and the study of philosophy, we believe that the values, a complex system of concepts, is not only the spiritual state, but also a special social consciousness. The major features of the values include dialectical unification of subjectivity and objectivity, variability and stability, monism and pluralism. The structural elements of the values contain value subject, value object, value standard, value cognition, value choice, and value practice.The second part (chapter 2) will focus on the considering of the values-forming process and discussing the mechanism of its formation. The formation of the personal values is a complicated procedure, which can be influenced and restricted by many factors. As far as the formation conditions, the subject's needs, self-consciousness, living environment, and practical activities play an important role in its values-formation. As for the process, the formation of values can be considered as a procedure, in which the value psychology was involved into value-conception and then the values attitude. During this process, the individual gradually constructs his value system through apperception and experience, understanding and judging, identification and choice, and systematization. Characteristically, the formation of personal values can be considered as a gradually self-forming process.The third part (chapter 3) will then discuss the relationship between the values and the development of the human being. What is the value-pursuit of the development of the human being? What role does the values play in this process? Why should we emphasize the effect of teaching on the education of the value? What kind of the successful experience can we learn from other countries? In this part, we will discuss these problems in detail. The value pursuits of the human's development are the unity of Knowledge and Practice, the Physical and Mental Harmony, and socialization. Because the values is of great significance for the development of the human being, therefore, it is necessary for the school education focusing on human being's development to undergo the relative responsibilities. Recently, many countries have considered the teaching of values as the emphases of the educational reform, which will provide a great of valuable experience.Finally, in the fourth part (chapters 4,5,6, and 7) we will discuss on how to realize the values teaching based on classroom teaching. Considering the teaching objects, the teaching in China is obviously prone to the utilitarianism while lacks the spiritual caring for the students. So, it is necessary incorporate the values into the teaching to meet with the requirement of social development, the students, and improvement of the quality of teaching. The values-teaching objects should focus on these dimensions, the human with nature, the human with social, and the human with self. It is also necessary for us to deal with suitably the relationships among these three dimensional objects and appreciate the difference and features amongst the students based on the scientific teaching objects. From the point of teaching contents, the classroom teaching in our country is still focusing on the conveying the knowledge and the major responsibilities of the corresponding teachers are to transfer the superficial knowledge and symbols to the students. Actually, the teaching should not only about conveying the knowledge's symbols, but also teach the students the knowledge's meanig. Any kind of knowledge was made up with symbols, formats, and meaning, which makes it possible for the students to constitute their own values by studying these knowledge. To some extent, the contents of values have always been incorporated into the curriculum setting, textbook compiling, and organization of teaching contents. As for the realization of values teaching, it is of almost no success to teach the values by the way of traditional means we have used for conveying the knowledge. Therefore, the methodology foundation of values-teaching should switch to the modern hermeneutics from the traditional epistemology. During the teaching, the teachers should deal with properly the relationship between the "classroom teaching" and "construction of the environment"; and they should also pay extensive attention to the role of the classroom-culture on the formation of the students' values and try their best to construct suitable cultural environment for classroom teaching. In addition, this thesis has also come up with a concept of "deep-teaching" in order to help students constitute their values. From the teachers'point of view, nowadays, the teachers have encountered crisis of believe, misconduct, and psychological imbalance. However, they still should be the guiders in the formation of the values, particularly in the classroom teaching. Certainly, besides the teachers' attempts, the schools and related institutes should also provide substantial corresponding supports.