On Reinforcing Experiential Model Of Moral Education In Chinese Colleges And Universities

Moral education has been paid attention in Chinese colleges and universities all the time, and it played a role in personnel cultivating to some extent.But, the effectiveness of moral education is still unsatisfactory. In the course of moral education reform, experiential model of moral education has been concerned increasingly. Well then, there are many questions need to be in-depth studied, including what is the meaning of experience and experiential model of moral education as well as how to carry out the experiential model of moral education effectively. Analysising by way of literature research, theoretical research, comparative research found that the effectiveness of moral education in Chinese colleges and universities is low, which performances in lacking of moral beliefs that leads to discordance of moral cognition and moral behavior. The reason is that moral education stays in instilling the empty theory at the expense of students' moral emotional experience all the same because people's understanding about experience is not profound though exsiting experiential model of moral education regards experience as an important factor in moral education. In such a situation, reinforcing experiential model of moral education is a necessary. The essence of moral education is experience because moral knowledge only can be internalized through individual experience, and yet the development of outlook on life and values of university students has tended to be mature. Moreover, the level of development of their moral character is in the third stage of Kohlberg's moral cognitive development theory that is called postconventional level, so they are tended to accept such moral education that is full of emotions and respects for subjectivity. These provide resonableness to reinforce experiential model of moral education that aims to encourage students to form moral beliefs and develop moral behavior. It takes moral emotion as the link and moral knowledge as the main content. In order to make the conversion between moral knowledge and moral belief come true, it takes the way of social practice, creating scenarios and hidden moral education curriculum. It has six basic characteristics such as subjectivity, generative, practicality, comprehensive, integrity and openness, and can be carried out by establishing correct moral education goals, participating social practice, creating the experience scenarios, and strengthening experience in rmoral education curriculum.