A Study Of The Practical Model Of Moral Education Under The New Syllabus In Middle School

To some extent, moral education in our country is problematic. There are problems like the separation of education and society, of education and children, and of theory and practice. Specifically, the educational goals are too much idealized and abstract, teaching methodology is too simple, the content of teaching materials is not relevant to students' reality and the value of moral education is not clearly stated.As the issues of moral education increasingly attract the attention, it is high time that attempts be made in seeking new models of moral education in middle school. Some researches have already been done both in practice and theory of the construction of new models of moral education, on the basis of which further research is possible. By looking closely at the broad and profound Chinese traditional culture, the author of this thesis attempts to seek implications for the development of moral education of the new age. There are much to learn in traditional education, which, for example, provides the hierarchical and systemic goals of moral education, and which emphasizes the formation of individual goals, share of community spirit, and advocates the naturalistic nurture of morality and training characteristics when involving them in real activities. When the materials change and grow quickly in the new age, the growth of the youth has new characteristics. Some contradictions like resistance and dependency, openness and conservativeness, courage and cowardice, pride and self-contempt can often coexist within one individual. Only when we know about these psychological features of the middle school students can effective moral education be possible.On the basis of these recognitions, the author attempts to construct a practical model of moral education under the new syllabus. It is held in this model that moral education should be guided by the principles of humanism. It should give full respect to and play of the active role of the students. Teaching should be carried out through the activities, in which the students are given opportunity to feel and realize the essence of the morality while playing games and involving other task and thus develop their own. Emphasis should also be placed on reading, when students can be friends with book and can interact with the great people. Their souls will be purified in the excellent cultural heritage and their own character will be developed. It is also suggested that centered on the goals of how to be a good citizen, some proper content of teaching should be selected. The system of the goal should be developmental and flexible to positive changes. Further, having "to be a good citizen" as the common goal of moral education, all the three parties like family, school and society should join their efforts to form a tri-body network, which fortifies an advantageous power in carrying out moral education across time and space.