Moral, Of Course

Moral education is the sacred mission of school education, but in the practice there are the phenomena of emphasizing knowledge yet neglecting morality as well the separation between the two. Moral education is regarded as functioning in some specific spheres in schools, which leads to the narrowness of the time and space of school moral education, the scope of moral educators and moral knowledge as well as the unsatisfactory effect of moral education. Actually, morality does not only concern a specific life scope, neither does moral learning occurs at a specific stage. Morality does not base on empty talk. Instead, knowledge is its rational base, moral learning cannot happen without knowledge teaching. Curriculum is the content carrier of the school education, so students spend the school life mainly in courses studying, so it is a major way to educate morality through the curriculum.This paper researches on curriculum knowledge and the moral education in teaching it. The research is made on the relationship between basic educational textbooks and moral education, which finds that knowledge has the moral functions of enlightening and molding. Such function will not be necessarily be realized, instead it depends on whether curriculum knowledge can be combined with students' individual experience, and whether integration can be achieved between different knowledge and its apparent as well as hidden part.The process of teaching also influences the functioning of various moral factors, so this dissertation also studies the moral significance of major teaching behavior and assistant teaching behavior including teaching methods, teachers' language, questioning in class, discipline education. It is important to achieve innate integration between these factors. Only when these factors remain in innately harmonious state, can they work as a whole to guarantee the moral function of curriculum teaching.Teachers are another important factor of carrying out curriculum, which is shown not only in the above mentioned teaching behavior and language, but also in the their image as well as in teacher-student relations. The author thinks that teachers are not only professional roles, but also natural beings on the biological base. The most influential teachers have both these identities, and the teacher-student relation based on such image is the most influential and overall.This paper holds that curriculum morality education is the major approach to school moral education, and is one towards integration. It pursues the integration between knowledge and moral education, that between various factors of subject teaching as well as their inner integration, thus trying to elevate the effect of moral education by integration curriculum and the morality developing factors in it.