A Comparative Study On Moral Instructing Factors Of Chinese Mainland And Hong Kong Primary Textbooks

Moral education of subject is one important presenting form for infiltrating mortal education. Base on knowledge, it refers to the teachers of their own subjects who can integrate teaching contents with mentality and morality in education, representing the unity of knowledge and morality, teaching and instructing, teaching and raising. By transferring culture and morality in the way of teachers 'instructing and students' learning intentionally or unconsciously, textbook shoulders a particular task of spreading humans' culture and morality in the progress as a necessary important factor in schooling. As a result, textbook is the carrier both of knowledge and morality.Culture in different areas is in the person of different area characteristic. Hong Kong has a dissimilar background from Chinese Mainland, including culture mores in areas and persons' diverse value views. It's a object for students' firsthand learning and a medium for understanding course contents and attaining course goals, which shows rich teaching and culture value of specific, direct, vivid facts and phenomenon or process, therefore, Chinese Mainland and Hong Kong primary textbooks are also imprinted area cultural traits with the embodiment of differences between these two culture value orientation. Thus, we attempt to calculate and analyze the moral instructing factors in Chinese Mainland and Hong Kong primary textbooks with comparison in both textbooks in order to analyze deeply the characteristic of different textbooks and provide more useful condition and insurance for improving textbooks.Base on two editions of the primary school Chinese textbook published respectively by Beijing Normal University Publishing House and New Asia Publishing House, this paper firstly sets up an analytic frame of textbook structure for comparing moral factors. Then it calculates and analyzes the contained moral factors in these two textbooks. Founded on the former, it makes differences of moral factors between these two kinds of textbooks by applying literature analytical methods. At last, it puts forwards some conclusions and suggestions for this research. The thesis is made up of five parts as follow.The first part is introduction which is the practical frame of comparison for moral factors;the second is comparison of moral factors with frequency in primary school between Chinese Mainland and Hong Kong; the third is comparison of textbooks' content structure in primary school between Chinese Mainland and Hong Kong; the last part are conclusions and suggestions."Introduction" depicts the background of the research and analyzes the research's value and summarizes the facts of research at present, further more; it states the choice of case, contents of research, basal consideration and methods. The first part refers to the practical frame of comparison for moral factors in textbook structure can be divided into two parts, one is composing analysis of moral content frame at home and abroad and another is the practical frame of comparison for moral factors in textbook structure. The former is the foundation for setting up the compared analytic frame in this research. The latter is constructing the specific items of moral factors from the following scopes: content of morality itself, content of others' relation, content of society connection, and content of nature connection. By calculating the frequency and analyzing the contained moral factors in Chinese Mainland and Hong Kong primary textbooks from main and subtitle, illustration, exercise, teaching goals, subject of units and teacher books, we lay out the presence of moral factors in textbooks. Thus, the second part is made up of comparison of main and subtitle, comparison of illustration, comparison of exercise, comparison of teaching goals, comparison of subject of units and comparison of synthesis. On base of calculating the frequency of moral factors, the last one takes respectively loving motherland, protecting environment, brightness and wisdom, loving life, loving science, cooperating and sharing as examples so as to discuss the moral factors and their traits of presence in these two kinds of textbooks.Consequently, the third part is constituted of loving motherland, protecting environment, brightness and wisdom, loving life, loving science, cooperating and sharing. And the last one analyzes the content from the choice of text, applying illustration, shaping character, designing exercise and so on in order to compare the traits of moral factors between these two kinds of textbooks.The fourth part draws the following conclusions from the above result of statistics and analysis. Commonness:The textbooks of Chinese Mainland and Hong Kong both put emphasis on gradation from nature to society; the common value orientation of moral factors of both is "upholding nature"; "loving life" is given high emphasis in the texts of both Chinese Mainland and Hong Kong;both two all have attached more importance to desalt and economize education; the common presenting way of moral factors in these two kinds of textbooks is "theme unit". Otherness: Chinese Mainland socialization and subjects, but Hong Kong on individuation and living; Chinese Mainland on fostering the students' societal consciousness,but Hong Kong on the harmonious development of students with others; Hong Kong pay more attention to life-education than Chinese Mainland;Chinese Mainland lays stress on the tendency of literature, but Hong Kong puts emphasis on muti-selection; Chinese Mainland on shaping character for the function of stratification, but Hong Kong on the center of students; Chinese Mainland lays stress on mastery of knowledge,but Hong Kong put emphasis on students' development of learning ability. In order to make the contained moral factors in Chinese mainland primary textbook become more reasonable and exert its value on education, the researcher respectively puts forwards some suggestions as follow, for instance, increasing moral conception of "relation in harmony" , stressing the involved moral connotation in textbook, emphasizing the presence of activity and living in tendency, keeping consistent and harmonious with students' development, improving the participation of students and paying more attention to students' self-development.