Research On The Value Generation Of Morality Curriculum In Primary Schools

Content is an important factor to affect curriculum value generation. The content presentation of "Character and Life", "Character and Society" textbook was mainly appeared in "blank" form; it required the teachers and students expand the curriculum content through dialogue. The dialogue stretching required the teachers and students join in the curriculum topic with their unique value perceptions, and get value consensus through dialogue. However, the teacher and students' consciousness of curriculum topic and language material was based on their own interests, knowledge foundation and value etc, not all of the students would obey the moral principle that teachers felt accustomed. Students often adopted their own views loudly and straightforward in the relatively free and equal dialogue. Teachers could not predict those deviation problems caused by the dialogue in advance. Whatever the students accepted actually was dynamic. The curriculum had not only moral education value, but also intellectual education value, physical education value, aesthetic education value and labor education value etc.Moral issues could be reflected through language, language problems would affect the views expression, the understanding of course and the value generation of the curriculum in turn. Language was just a kind of external factors that affect curriculum. The guidance of teachers might inspire the students' new perspective of curriculum and promote moral education value generation; or discourage the students' curriculum participation enthusiasm, or have no significant effect for the time being. The teachers should have a clear moral education sense, respect the expression intend of students, creat a favorable context for moral education value generation, and use a variety of pragmatic strategies comprehensively to promote moral education value generation.