The Affective Moral Educational Function Complementary Of School And Family

Moral education, which emerged in the earlier time of the whole education history, is an educational phenomenon. In 17th century, Ciba-Fu Lee first created an affective moral education research. Since the mid-1970s, the affective moral education research states its new climax.As two social groups, schools and families are the main environment for developing the affective moral education of children. School, which is an organized and planned educational institution, is sociality, regulatory, political and dominant; while, family life, which is like a theater, is kindred, precedence and affectivity. School and family are indispensable and irreplaceable factors to the children's emotional development. While this distinction between school and family has reached a good cooperation in the development of children's affective moral educational baseline.In modern society, the affective moral education is rather weak, which caused the low utilitarian in modern children's affective education, bringing moral education of one-sidedness and utilitarian. We can find them in the different degree of loss in the moral education: the dimensions of purpose, the dimensions of content, the dimensions of approach and the dimensions of evaluation. Therefore, we must re-judge the role of affection in moral education, that is to say, we should re-judge the affective moral education.Based on the consistency of the training objects, the author demonstrates the complementary function of affective moral education from the dimensions of purpose, the dimensions of content, the dimensions of way and the dimensions of evaluation with the help of the huge resources of schools and families. The details are as follows: the first one is dimensions of purpose function complementary, that is, the society-based school moral education and the personal-based family moral education complement mutually ;the outside school moral education and inside family moral education complement mutually ;the second one is the complementary of content dimensions, that is, the modern moral educational content in school and the and traditional moral educational content in family complement each other; the macro-moral content in school and the micro-moral content in family complement mutually; the third one is the complementary of way dimensions, that is, the group moral educational way in school and the individual moral educational way in family complement each other; formal way and informal way complement mutually; the fourth one is the complementary of evaluation dimensions function, that is, the regularity moral evaluation in school and the casual moral evaluation in family complement each other; the social moral evaluation in school and the individual moral evaluation complement mutually.On the base of the affective moral educational function complementary of school and family theory, the author maintains two approaches to achieve this complementary, that is, improving education legislation and building up the moral system.