Face Moral Conflict: Viewing And Innovation Of Moral Education Of High School

As an age-old and everlasting theme, morality not only relates to the maintenance and adjustment of social benefits, but also relates to one's ways of conducting oneself in society, healthy up growth, and happy life. Therefore, moral education is main point of main point of school education. The development of one student's individual morality is a process ceaselessly encounters moral conflict, solves and transfers moral conflict, and makes moral level move up from low level to high level. Our country are transferring from traditional society into modern, people's individual consciousness gradually awake, great changes of social norm, individual existent mode and social active mode took place, the diversification of social values also brings moral conflict. At the same time, new round of course reform in our country also gives prominence to the individual rights and freedom of students as learning principal part, requests education should pay great attention to training students'independence, autonomy and initiative, advocates to give students more developmental space. The developmental rule of students'morality and social and educational changes request us must view and innovate the production, and piloting etc of moral conflict in moral education for promoting students'moral development, enhancing the pertinence and actual effect of moral education, and effectively reaching the goal of new round of course reform.Different person under different historic background has different understanding on morality and moral conflict. On the basis of carding the concepts of morality and moral conflict, this paper thinks that morality is a summation of using goodness-badness to adjust the code of conduct and correspondent behavior and activity of person and person, person and society, and human being and nature. In a general way, morality takes the goodness-badness concept influenced by definite social economic relation, historical cultural tradition and social ideology as evaluation criterion, use the form of non-systematic criterion to project oneself and bring them into play, thus is a kind of non-systematic regulatory mechanism of interest. The regulation is not implemented by compulsive, intimidatory means, but is maintained by inner belief and social consensus. The generation of moral conflict is a conflict in definite social conditions, when the morality requested by society for individuals confronts the moral level owned by individuals. The conflict may be a conflict of new moral request and original moral belief, or a conflict of individual emotional experience, or a selective conflict of moral behavior, which is related to individual interest. Thereby, moral conflict mainly is manifested as the conflicts in moral belief, emotion, and behavior by same main body or different main bodies. Social existent moral culture influences a student's moral conflict. Once an individual encounters moral conflict, for his or her moral development could be positive influence, also could be negative influence.By observation, interview, and analysis of a great deal of data, the author thinks the moral conflict of current high school students mainly is manifested as the conflict in moral belief, the conflict in moral emotion, and the conflict in moral behavior. The conflict of moral belief mainly is manifested as the conflict of society and oneself, the conflict of moral emotion mainly is manifested as the conflict of justice, and the mal-model of moral behavior mainly is manifested as the mal-model of social moral behavior and consumer behavior. The cause of formation for students'moral conflict has exterior cause and interior cause. Exterior causes mainly are: social transformation brings the exacerbation of moral conflict; the deficiency of ethical spirit of campus culture brings moral conflict; the disagreement of educational motive and means brings moral conflict. Interior causes mainly are: moral conflict is a must link of moral development; moral conflict is interior drive of moral development.In our moral education, our attention to the rationality and objectivity of moral conflict of students is inadequate, or even they are disregarded. Main manifestations are: intellectual moral education makes moral conflict be forgotten; moral education of spoon-feed results in the detention of moral conflict; educational"instrumentalism"and"educational omnipotence"bring the oneness of moral education approach in campus eyeshot and social eyeshot, thereout bring the approach solving rupture of moral conflict; the unification of moral education content brings about the masking of moral conflict. In allusion to above mentioned problems, this study puts forward following innovative policies for moral education: in concept of moral education, should accept the rationality of moral conflict of student; in content of moral education, the unification should combine with the diversification; in objective of moral education, should transfer from intellectuality to life; in mode of moral education, should transfer from spoon-feed to communication and dialogue; in approach of moral education, should transfer from oneness to entirety.At last, on basis of analysis of the manifestations and inevitability of moral conflict, discusses the existent problems of moral conflict, which are ignored in moral education of high school in our country, and correspondent innovative policies. This study thinks under the background of new course moral education neither could deny the impersonal existence of moral conflict of student, nor could take all moral conflicts as the manifestation of disharmonious note of student, should discuss how to promote students'moral development by moral conflict, and then lead them walk up to happy life.