| Effectiveness of moral education has always been a barrier for moral practice to break through, as well as a difficulty hard to solve. The theory of moral education originates from the practice, and also guides the latter in order to enable moral education to achieve its goals. In recent years, the theoretical cycle of moral education in China has been bringing forth new ideas continuously through world's attention, traditional regression and modern innovation, before the former theoretical system has enough time to take root in practice. The cycle flourishes in objective, nature, function and many other aspects of moral education, generating such representative theories as "moral theory of living","moral theory of life","moral theory of ecology", and "moral theory of human essence". It reflects the research trend of moral humanism and the emphasis on its comprehensive building in substance, mechanism and idea.However, any theoretical research on moral education will eventually return to the verification of practice, otherwise, moral education remains "a healthy man with normal legs walks on crutches", for it does not work on the basis of knowledge, concept and thinking only. No wonder people keep on debating on the instrumental rationality and value rationality. So as to make new improvement in moral research,2cons must be avoided:one is to talk about the theory for the sake of it, or to make connections between the complex phenomena in moral practice and hot prepositions or philosophical thoughts by copying the theories and methods in politics and pedagogy slavishly; another is to conduct researches according to experiences which lack qualitative analysis and theoretical generations. These2cons reveal that researches on the middle-level moral subjects are ignored, and no intermediate moral theory has been set up. In addition, some internal, essential areas are needed concerning the combination of theory and practice. Therefore, we need "first to sublimate the general experience and to penetrate the general principle, then to establish an intermediate theory by combining them." During this process,"sense of problems" and horizon of interdisciplinary" should be strengthened; the "system orientation" which concentrates on the discipline and its development in traditional researches need to be avoided, instead, we ought to do deep into the actual object with an eye on the practical problems in moral education, to find, to analyze, and then to solve the problems in specific environment; meanwhile, to accumulate our experience and broaden our horizons.School-based research is a kind of educational research method which looks on "issues". The school-based concept came into being abroad and has been developing as people criticize and reflect the rationalities of tools and techniques in education which match that in industrialization movement, and they demonstrate the regression to educational practice. The educational circle enhances its understanding of as well as its determination in applying the school-based theory under the influence of postmodernism which sweeps around the world, and its advocates for thoughts like "diversity"," decentralization ","against the unity, for the difference". Meanwhile, school-based movements boom in educational circles abroad. In1980s,"School-based" theory was introduced into China and has been widely used in the field of basic education. In1985, the reform of educational management system began in elementary and middle schools in China, with the implementation of the president-responsible system and the autonomy of school running expanding day by day, which postulated the fact that the "school base" grasped the attention of educational researches. Furthermore, the national curriculum reform for primary and secondary schools in1995became the direct cause for its implementation;"school-based curriculum" has become an important reference index for the educational reform in primary and secondary schools. Seen from its root, the reason that "school base" can be widely used in basic education in China is that education pays high attention to an individual's characters, and arouses his creativity. Since the tension between theory and practice turns both researchers and practitioners to specific school practice, school base becomes a giant practice in educational rejuvenation.Can school-based researches in the field of basic education serve for higher education? Can it serve for researches of moral education in universities? The answer is yes. Nowadays, moral education in universities is faced with "effect crisis", while the disconnection of theory and practice further intensifies the crisis. It is mentioned in16th documents in the ministry of education that "several loopholes exist in college students'ideological and political education. Leaders in some regions, departments and schools have not attached enough attention to it";"the effectiveness of ideological and political theory courses at school is not so strong";"the ideological and political education is not tightly related to college students'practical thought, and the ideological and political education of college students is not put in the first place in some schools, nor throughout the whole course of education";"student management doesn't fit the current situation, and the team-building of the ideological and political education need to be strengthened urgently, and some teachers are unable to teach well, or to serve as models. Thus it's an urgent task to strengthen and improve college students'ideological and political". Besides, it's also mentioned that researches on college students' ideological and political education should be reinforced. Since to explore new methods and new practice of moral education in universities is hard for moral researches, the problem-orientation, practice-orientation and effect-orientation of the school-based research smooth them out. Based on Marx's humanism and the current transformation trend of research paradigm in moral education, a research which combines the moral theory and practice is conducted by bringing in and applying the concept of "school-based research" in basic education from the perspective of interdisciplinary in moral education. Aiming to solve practical moral problems with university methods, it provides a methodological guidance for the conduction of moral practice in schools. This paper consists of five chapters which unfold from3steps. The3steps are stated according to the general logic in dealing with problems:firstly, to answer what it is, namely, it Introduces and points out that school-based researches can be used by moral education in universities, which can be regarded as school-based research of moral education in universities, besides, it defines and discusses the connotation of school-based research of moral education in universities; secondly, to answer what to do, namely, principals and methods of moral education school-based researches are expounded, as well as the characteristics the orientation of practice and theory; thirdly, to discuss the effect of utility, namely, to emphatically expound its stimulation to reality from the aspects of theory and practice. In terms of the theoretical aspect, it includes the concept of moral education paradigm, moral education pattern, and moral education team, etc. In terms of the practical aspect, it selects a specific school as an example, analyzing the concrete procedure, the ways and means to carry out these3steps in reality.The first part of this paper is introduction. It illustrates the research background, the cause of school-based moral research, research status and the construction of this paper. Issue is study, so is the research of moral education. This chapter, proceeding from the current new environment and new situation confronting schools'moral education, concentrates on the humanism of moral values in current theoretical research, and the new trends of humanism; on universities'heterogeneity in moral environment, and the specialized, professional demands for moral education workers; on diversified, personalized needs of objects, and the issue concerning how to maximize its efficiency. This chapter puts forward the idea of referring to basic concepts of school-based research in basic education, and of carrying out school-based researches of moral education in universities. On the basis of the above concepts, then it further expounds the construction which contains the thoughts, contents, methods, difficulties and innovation in this research.The second part defines the basic theories and concepts, and answers what is school base. In this chapter, it maintains that current studies and applications of school-based researches of moral education in universities are still in their infancy. Despite their prosperous development, we can find some problems hidden in its theory and practice, neither a consensus nor a consistent approval has yet been reached. For instance, although there are researchers who have brought the school-based concept into some fields of higher education, no clear content of it has been given. In this case, to study the school-based research of moral education in universities, we have to, in the first place, answer such questions as what the school-based research of moral education is, and what its connotation and property are. Therefore, this chapter, based on a deeper analysis of the school-based concept, attempts to make a relatively clear definition of it, to reveal its connotation, then to outline its characteristics and classifications, so as to lay a solid foundation for the theoretical analysis and practical investigation.The third part focuses on answering what to do, namely, the subject and the basic method in the school-based research. In this chapter, it describes the subject and the main method for they are the basic premises for a research. As for the subject, it can be elaborated from the organizational level and the individual level. In terms of the fist level, student affairs sever as the organizing and implementing institution according to the structure and setting of domestic universities; in terms of the second, the concept of moral education workers is more comprehensive, mainly those workers on the front line who keep a close relationship with students. In this chapter, it will discuss from the perspective of counselors. As for the basic ways, they broadly follow the general ways in the school-based research; moreover, they are fully combined with the basic requirements of such a research as well as the fundamental orientation, that is, to fulfill effective practice, to advocate multiple methods, to follow local knowledge and to concern cumulative process. In fact, this chapter puts forward and proves the possibility, feasibility and facial particularity of the general or basic methods of the school-based research in universities'moral education, discussing the idea form abstract to concrete.The fourth part introduces theoretically what effect and influence the school-based research of moral education have on current moral theories. All the sources and statements in this paper are grounded in the historical background of the paradigm shift in moral education. As a kind of research method, paradigm has been used by those researchers to measure the level of moral development. Along with the intense study of moral theories, the paradigm of moral education also gains deeper studies. Any kind of paradigm inherits the previous one, that is, each kind is modified or expanded from the previous one, thus the revolution of paradigm is by no means a reconstruction or innovation of it. Beginning with the claim that humanism transformation in moral paradigm is the basic trend as well as the ultimate reversion in current researches on moral education, this chapter expounds and proves the correspondence between the nature of the school-based research's paradigm and that of the moral humanism paradigm, besides, the former possesses the basic characteristics of the latter, and it undertakes the mediation role of implementation for the latter in moral practice. Furthermore, the paradigm of the school-based research is a practical one based on moral humanism paradigm, and is an expansion of humanism paradigm. In the end, it discusses how to advance the specialization of counselors from the subject of such a research and the team building of counselors.The fifth part, taking China University of geosciences (wuhan) as an example, expounds the application of school-based researches of moral education in a specific school, shows the practice patterns and form from the dimension of practice, and confirms the effects. It's proposed that schools should solve problems with scientific attitudes and scientific methods; they should pay attention to the design, operation and summary. In general, problems worth studying in the school-based research of moral education contain those in school, and in reality; contain relatively stable problems, key problems and problems which can be solved. This chapter, with the logical characteristic of "on school, for school and in school", discusses how to develop and implement it in a specific school. Focused on narration, it talks about the examples, methods and effectiveness. Based on schools, this paper, using questionnaire survey method, has carried out a detailed analysis, from the2sides of schools and students, to have an overall grasp of the characteristics, the advantages and existing problems. In this chapter, it attempts to show a specific situation as a whole, namely, a case study.It is admitted in the school-based research that moral education is complex; besides, the complexity and diversity are the beginning to understand, to interpret and to construct school-based moral education. The school-based research respect and promote that moral education should be human-oriented and student-oriented. It is also admitted the overall shift in moral paradigm and the historical change of moral concept, not only its simplicity, uniqueness and estimation. Although it is impossible to control and calculate precisely its implementation and its complement, it does reflect the historical shift of moral education from scientific paradigm to humanistic paradigm, which highlights the progress and improvement of the school-based research of moral education on the level of methodology and ascension, enriches the research contents and visions, and more importantly, improves the pertinence and effectiveness of moral education... |
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