The Comparative Study On Moral Education Of The Primary And Secondary School Between China And The Sourth Korea And Its Enlightenment

Moral education, as an important component of education, plays a guiding and value accommodating role in training good moral quality for primary and middle school students, promoting people's comprehensive development and building a socialist harmonious society. However, with the rapid social"restructuring"changes and the collision and blend of world multi-culture, the external environmen for moral education has undergone tremendous changes. In a specific view, such changes are presented in the following seven aspects: with regard to economics, China is gradually developing from the equalitarianism-oriented planned economic system to the efficacy and profit-oriented market economic system, and from an agricultural civilization in which people lived by peasant economy, to the industrial civilization where people advocate city life; regarding politics, people, step by step, are developing from depending on the ethics of family genetic relations to pursuing democracy and legal system, from"official-oriented"thought to"gold standard"one. And the political discourse is also moving from upholding"truth"mechanism and discourse hegemony by strengthening the central forces and weakening the local ones to making information interactive and transparent and going after real truth; In people's self subjective cognition, people gradually transform from the abstract and formatting of "private" symbol identity to the subjective personality of citizenship, from the roles of traditional passiveness of restriction and obedience to the active and critical ones, and from the concept of desalting personal value and advocating"society-oriented"value to the dual-core values combined by personal value and social value; In people's survival psychological aspect, it changes gradually from the implicit style of conservative and stressing righteousness and lightening benefits to the open one of the combination of righteousness and benefits, from the traditional bearing"fetishism"comforting consciousness to the entities'life consciousness, and converts from the Confucian survival philosophy of emphasizing knowledge and respecting cultivation to advocating the dual-core values of technical rationale combined with humanistic spirit ; Regarding the information interchange between people, it progressively transits from the previous blindness and thought isolation to the real sense of community cognition and information interactive inclusiveness; In foreign policy, it gradually transforms from the previous"country-home"consciousness advocating the political protecting and defensive function to the actual"world citizen"consciousness pursuing equal dialogue, consultation and accommodation; In the philosophical view, the foundation of methodology and values gradually change from the previous advocating of authority and positivism to the modern pursuit of subject discourse explanation, from a single moral ethical school to the human-oriented multi-dimensional ethical one.With complicated transmission and adjustments of the above external environment, the now relatively restrictive text-oriented moral education mode has presented many phenomena contradicted with times, such as that the content of our moral education system excessively reveals a political restrictions and single ethical attribute, being lack of some necessary social accommodation and life dismemberment; the moral education method system more highlights the reverence and obedience towards authority and lacks of two-way communication and subject explanation; The target system of moral education is on one hand illusory and empty, and on the other hand, is lack of respecting for subjective personality and screening and tracking for global multi-culture; Moral evaluation system is still designed and implemented in accordance with the traditional political and ethical lineage, and lacks of a kind of dynamic multidimensional monitoring design and microcosmic, value-related qualitative analysis. Facing the continuously prominent problems mentioned above, we need to examine and reflect the existing moral education mode again, and further build a kind of humanism and life-oriented moral education mode synchronous with times, in order to adapt to the needs of the new social structure operations. South Korea and China are both in the Confucian culture of East Asia, and thus there are many similarities between them, including both experiencing the pains of"transformation"and disintegration. More importantly, South Korea, in the key period of change, has not only successfully engrafted the western new market economy system, but also integrated the western new ethical values and life moral theories with the oriental traditional moral ethics, and succeeded in applying them into the whole process of civil moral education (CME) in elementary and middle schools. That is one main reason for Korea's present fact that it still shows a good social order and generosity spirit in its economic growth. The present paper firstly compares CME in elementary and middle schools between China and Korea in six aspects, including the social and cultural background, theoretical foundation, content system, target system, method and evaluation system. And then based on the analysis of the periodical characteristics of Chinese social development and effective absorption of the successful points of CME in Korea, some references and enlightenments, full of pertinence and practicality, are put forward for the healthy development of CME in Chinese elementary and middle schools.