Based Upon The Construction Of School Culture, To Facilitate Moral Education In University

Studying school culture, either theoretically or practically, has been a hot issue since 1980s, in China. One of the most important reasons behind it is that school culture possesses lots of functions of promoting education, with which it facilitates the formal education-in-classroom. Therefore, to construct a kind of positive school culture is beneficial for formal school education.To analyze school culture cannot go without probing the conception of culture, which is considered really subtle and complicated. There are hundreds of definitions concerning culture. Based on some typical definitions for it, together with this research itself and my understanding, I got a definition of culture: Culture is the sum of results regarding all kinds of substances, systems and thoughts that man accumulates in long-lasting social life and practice.School culture belongs to the circle of sub-culture. Apparently, the concept seems to be familiar to a lot of people, but once it comes to the exact definition, different people hold different opinions. Our understanding in this research is: School Culture is what all subjects on campus, teachers, students and other personnel, create in the process of implementing education, which reflects their pursuit and the special side of school life, including achievements considering substance, system and spirit. School culture covers several elements: subject, object, activities, system, spirit and so on. It is essential to probe into these elements when analyzing school culture better.Nowadays, moral education, especially that in university is now in a tight corner on the whole in China. There are a number of reasons arousing this plight. Two of the most obvious are the intellectualization and idealization of moral education. The former takes it for granted that moral education is teaching ideas and knowledge of moral. Then moral lessons and instilling methods are adopted in practice. While the latter, equals moral ideal with moral requirement, which leads to a far-reaching and vacant goal when implementing moral education. That's why it is difficult to take effects in moral education. The latent education function that school culture owns, however, may solve this problem to some extent. On the one hand, moral education should start from the very beginning of fostering students' basic moral characters, and then sublime to the upper level gradually. On the other hand, moral education may be carried out in a potential way. As far as moral education in university is concerned, itmay bring obvious effects allied with constructing school culture in different layer: school spirit, physical environment, and facilities of education, students, teachers, system, and students' communities and so on. These positive and main-stream items of school culture in university can influence the subjects there latently. But simultaneously, school culture is something more than a "double-blade" sword, which possesses some negative items and influence as well. Their existence makes it more important to construct wholesome school culture, so that school culture in university plays its positive role on a higher level.