A Research Of The Present Situation On The Implementation Of Value Concept Education In Moral Education Classes

Our country has entered a transition period in which great transformation has been taking place, bringing about intense social conflicts in almost every side of our life since the1990s. Teenagers are in the important stage of development for both body and mind. Teachers responsible for moral education class find out that they are in the crucial phase of shaping their personal character and value concept. And they are in need of effective help and correct instruction from teachers in the course of the growth. Meanwhile they are eager to participate in public activities. While facing multicultures, they have problems making many choices of value concept and so they are puzzled what to do. As far as the teachers are concerned, the core of deepening education reform should be how to cultivate value concept education, how to make their lessons full of vitality, substantial contents and positive guidance. The problem teachers have to deal with is how teachers can learn about what students are thinking and implement effective direction of value concept education, guiding and helping them form active and healthy values to promote their survival quality and realize their life goal of development.Based on the analysis of the education theory concerned, abroad and home, through questionnaire survey and social interviews, this paper aims at the investigation to the existing problems including teenagers, teachers of the subject and researchers for educational administration. The investigation focuses on the three sections that teachers'cognition of value concept education, the performance of operation and the achievable effects. The first part is that teachers should have a profound understanding of the importance on value concept education, learn about reasons why teenagers shape such value concept and how the influential factors might be imposed on them. The second one is about the educational content, the possibilities and the approaches teachers will make good use of. The third is about the feedback and appraisal of actual contents.The investigation indicates clearly most teachers attain basic consistent view concerning the importance of values education. However, some teachers hold the view that value concept education may affect the teaching advancement and others choose superficial contents with fuzzy goals. They show little concern about the development of teenagers both physically and mentally. Majority of teachers think two objective factors influence the implementation of value concept education in class. One is the pressure of examination teenagers have to face the other is the requirements to the examination performance demanded by the schools. Of course there are subjective factors from teachers themselves. The survey shows carrying out value concept education has made some achievements but they are not remarkable. The author believes the essence of problems lies in that teachers are unable to implement this education in class effectively without profound understanding to the value connotation so that they cannot offer correct guidance to students.Aimed at the problems, this paper comes up with four strategies which will enhance the implementation of value concept education in schools. To enhance the quality of morals and profession of teachers for the subject, to optimize and explore teaching approaches in the classroom as well as possible to set up new appraisal systems of value concept education. Finally to provide teachers with broad exterior space and place the emphasis on the cultural reconstruction on campus and social environmental construction in society.