A Study On The Integral Nature Of Traditional Moral Education In Middle School Moral Education

Chinese excellent traditional morality is the soul and blood of the Chinese nation, which is profound with a long history. With the continuous development of China’s reform and opening up, the great rejuvenation of the Chinese nation needs us to inherit and carry forward the Chinese traditional virtue. In recent years, due to the impact of foreign culture invasion and the western thoughts, our students’ ideals, beliefs and manners decline obviously. Our traditional virtue is slowly lost, which makes all moral education workers confused and feel the challenge. Young students are the future of our nation, and it is urgent to strengthen the traditional moral education of the middle school students. From the overview of the middle school moral education, this paper clarifies the basic meaning and content of moral education, expounds the requirements about the goal of moral education according to the ministry of education and an overviews the traditional moral education in order to analyze the problem causes of the traditional moral education in the middle school. At the same time, it discusses that in the social transition period the lag of traditional moral education target, content, approaches and evaluation mechanism and the lack of the traditional family moral are the causes of the predicament of traditional moral education. Thus, from the middle school moral education of traditional moral education goal construction, the content of construction and strategy analysis, this paper studies the integrity of the school moral education of traditional moral education, and elaborates that the traditional moral education must be combined with the student’s age and cognitive level to determine the effectiveness and practicability of the educational objectives. Then from the society morality, school virtue and family morality, it enriches the traditional moral content into the behavior habit, which not only emphasizes and pays attention to the top-level design but also reinforces the school education and family education. What’s more, the traditional moral education mechanism should be set up and the campus culture should attract attention from the school curriculum, teaching methods, subject penetration and development activities. The use of scientific evaluation methods, which integrates schools, families and social forces, ultimately achieves the goal of traditional Chinese moral education.