Class "justice Groups" Moral Education Policy Analysis

Social advancement leads to a more democratic world, which requires the moral education in school must rely on class activities through establishing an "Just Community". "Just Community" is a basic strategy for both practice and theoretic improvement of moral education.This research aims to study the just and democratic ambience and the human relations in a class at the view of "Just Community". Based on Kohlberg's "Just Community" strategy, this essay is to investigate how a class can provide the students with possible conditions they need for their physi-psychal development. It's assumed that just ambience brings advantages to: students can easily generate cooperative temperament, form democratic concept, and moral ability in impartial environment."Just community" was brought forth to make students' morality develop practically, hoping to build a balance between "community" and "justice" and to link cognition and practice. It has both theoretical and practical consequences."Just community" conditionally has a strict operation procedure, including the community' organization and its appraisal system. Generally a community has 60-100 persons. It has a organization mechanism to administrate its affairs; it pay attention to the process of the community development. This strategy emphasizes the influence of practice."Just community" bases itself on the community, so provide a theory and a practical strategy for moral education in schools. Therefore it's necessary to investigate how the in-charge teachers in schools behave in moral education and learn the moral education situation and the factors to influence them, so to see whether the class is a just community. And wecan accordingly give advice.Based on this view, two questionnaires are designed for in-charge teachers and students. Meanwhile some materials are collected from students, classes and schools, to study the education strategy undertaken in classes' construction. The survey is done in two middle schools for comparison (one is a key school, the other is a common one).Research shows that there is little difference in most domains between the two schools; in-charge teachers in middle schools have high-level consciousness on moral education, but feel lack of measures; and many of them have multiple alternative tendency in educational values, but many are prone to change their attitudes. This result demonstrates that there exists a tremendous potential in teachers' concept-modernization in education, and yet it'd hard for them to persist on a clear education theory, which interferes in building moral ambience. Many in-charge teachers believe in their experience and sense in class administration and appraising students. The research also shows the teacher-student communication is not smooth; about activities, in-charge teachers care whether the activities are helpful to the students' accomplishment, showing that they are not clearly aware of the importance of hid den-curriculum.Research shows that classes in our school can't be said to be just communities, but it's possible to change them into such ones. Although in-charge teachers are often authoritarian and stern in integrity, many still hold alternative education values. To make moral education more effective, this essay suggests: make teachers learn and master modern education theory; encourage students to take part in community administration to form their concept of obligation; make the classes just communities and build up the students' cooperative temperament in democratic environment; emphasize the influence of activity curriculum and assure the students' moral ability through practice.