| The manner of the human's existence is life. Without life, human being can'texist. The world is not a perfect one either. The objects of the moral education areanimated individuals;the essential of the education is growing up and development.Life and education inosculate together. Life also is the moral education's jumping-offpoint as well as the end-result. However, in the traditional moral education andcurriculum, the value-direction of life has been absenting, the phenomena ofdisregarding and fading life is ubiquity. The traditional education consciousness of'no life' is still in dominant status, oppressing the personality of individual, deprivingone's initiative right of development in the education course. Therefore, this thesisscans the moral education innovation in the sight of life philosophy and expatiates onthe moral education which is supervised in the thought of life philosophy. The mainidea is to arouse the pedagogues' life consciousness, to enrich the theory system ofmoral curriculum, on the other hand, in practice, to instruct the moral curriculuminnovation to carry out under the visual threshold of life philosophy, taking care of thedevelopment of every life individuals actually. The first part expatiates that life is the groundwork of moral education, includingthe natural inherent relation between life, education and moral education. Throughclearing up this relation, the author attempts to peer into the linking point between lifeeducation and moral curriculum. She tries to bring forward a value viewpoint offeringa new selection to offer some valuable inspiration to our moral education. The second part emphasizes the philosophy and theory groundwork of the lifevalue direction. Firstly, the author discourses the life philosophy simply, as well asseveral representative philosophers' life philosophy points. The aim is to offer aphilosophy basis to the rationality of life philosophy and an abundant theory basis tothe moral education directed by the value of life. Then, she expatiates on the lifeeducation which is in the view of life philosophy. On the ground of life characters, theauthor summarizes several basic characters of life education. They are: awing life,getting on well with living, exceeding and perfecting. In brief, life is the logicjumping-off point and the supreme end;education must follow the order of humanbeing;moral curriculum innovation must start off from respecting life, follow life'sprinciples and characters and lead the life to a full, harmonious and infinite word.The third part is to discuss the life value pursuit in the new moral curriculuminnovation. Through observing the practical actuality and speculating the traditionalmoral education which wrapped and lacked life, the writer wants to deeply display thenew innovative desiring and pursuing life. Through understanding the criterion of thenew moral curriculum innovation, the writer wants to pry the display of life valuetropism in the view of life education.The fourth part is to construct the moral education innovation under the lifeeducation visual field. From three latitudes----the organizer of moral curriculum,pedagogue and learner-----the author wants to compose the innovation's implementwhich is based on life, to look for human being's life lacked in the conventional ones.There are two aspects: the basic tropism of moral curriculum and the practice of it. Onthe base of the relationship between theory and practice, the writer tries hard toovercome some disadvantages of the conventional moral education, such as "onlyspeaking and no doing, knowing and doing differs and words and deeds disjoint", inorder to put the effect of moral education into practice.In the end, the writer regards the life value pursuit of moral education innovationas a mission hanged in the air, to arouse deep attention of both education theoreticianand practice operator.
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