Life Moral Education—the Transcendence Of Contemporary College Student's Subject Experience

With the change of social environment, cultural life and material concept during the transition period, the College Moral Education returns to Moral Education of Life from that of Intellectuality, and focus on experiencing Moral Education naturally in the daily life, in stead of the closed classroom teaching. Whereas, in recent years, the events about college students'suicide and assault are emerging with an upward trend. College students cannot be rational and mature towards life, and usually ignore life rather than understanding the true meaning of life and experiencing the joy of life. Is the Experience Moral Education with returning to the life really not practical? What is the reason to make college students lacking moral sense of life? These questions caught my profound reflection. In view of this reflection, this article focuses on the research of misunderstandings about contemporary college Experience Moral Education, and analyzes in detail the reasons and results of those misunderstandings, then arrives at the idea of contemporary college students'Life Moral Education.The dissertation consists of five chapters. ChapterⅠ, the introduction of the whole dissertation, which expatiates the value of the research"Life Moral Education——The Transcendence of Contemporary College Student's Experience"from five aspects: the need for research, the status quo of research, the meaning of research, the ideas of research and the methodology of research, and points out that Life Moral Education is the trend of times and the require for college student's life growing. ChapterⅡdiscusses in detail the misunderstandings in current college Experiencing Moral Education, besed on the research of that the contemporary college students'values the Cognitive Moral Education while despising daily-life Moral Education; and values Experience Moral Education while despising Life Moral Education; and values Moral Education course teaching while despising student cultivation; and values counselor team's training while despising professionalization. Based on the detail research of contemporary college students'Experiencing Moral Education, ChapterⅢillustrates the results of misunderstandings in Experiencing Moral Education: temporary college students are short of harmony campus culture, moral emotion education lacks content and college students have weak Life Awareness, from the following aspects: Process of moral education is too intellectual, formalized and de-dailylife; the moral education effects face severe challenges from social environment; the Instructor professionalization loses its goal aspirations. These results serve as a foil to reflect the negative value and de-realization of college student experience under the background and misunderstanding of the Moral Education. All of these lay the groundwork for proposing the theoretical concepts of Life Moral Education. Chapter IV explains the ideas of implementing Life Moral Education from three aspects: cherishing life is the theme of contemporary college student's Life Moral Education, life narrating is its value and becoming high-quality own is its expectation. The last part, conclusion of the whole dissertation, points out the work that we could do in the future in this field.