Explore The Teaching Of Morality: Moral Education In Schools New Way Of Thinking

The problem that either to pay more attention to "teaching" or to "learning" hasbeen a topic that has been probed in the field of school moral education in recentyears. School moral education is going through the process of turning moral"cultivation theory" to moral "learning theory". Therefore inquiry moral learning isput forward as a new thought, visual angle and way-out of school moral education.Theory of human nature, theory of individual moral occurrence, education andconstructivism psychology are the theoretical foundations put forward by inquirymoral learning;the strong appeal of era development, the unceasing awakening ofhuman subject consciousness and the necessary choice of the development of moraleducation are the factual foundations put forward by inquiry moral learning.According to its content, human learning can be classified as knowledge learning,skill learning and moral learning. Moral learning refers to the individual acceptance ofmorals, that is, the process in which the individual transforms the moral requirementsoutside the subject into the needs inside. Its supreme aim is to foster the students'complete personalities to establish their perfect morality.In terms of its forms, human learning can be grouped as acceptance learning,experience learning and inquiry learning. Inquiry learning is the process of solutions'acquisition, as well as exchanges, examinations and evaluations, by means ofcollecting and classifying facts or materials and experimenting scientifically based onthe spot of problems. Inquiry moral learning is creative study activities that studentsacquire moral development actively through inquire into moral knowledge and moralproblems under teachers' instruction, by way of example research, problem discussion,role play, value clarification, social investigation, etc. It attempts that students' morallearning will be no longer be carried out in sign learning that doesn't concernthemselves, that students inquire in activities and find problems and solve them, thatmoral learning become a real, concrete, touchable, perceivable, practicable andvoluntary activity and that it really has guidance function in students' moral life andmoral development.The basic characteristics of inquiry moral learning are of independence,practicality, opening, produce and choice.Traditional school moral education has the following disadvantages: Thetraditional school moral education has suppressed the students' self-control andchoices in moral learning through its compulsory and instilling means. Its restrictionsand limitations have also prevented the students from freely and creatively learningmorals. Furthermore, the factors of practice, development experience and inspirationin their moral learning have been neglected in the traditional school moral education.On the contrary, inquiry moral learning displays the value of school moral educationitself, gives prominence to moral practice ability and development of creativepersonality, brings school moral education to students' life world unification intorealization, constructs moral education method system of taking self education as thecore and lets students learn communication and cooperation.The basic process of inquiry moral learning, as a new form of moral learning,can be divided into four stages: environment creation, question presentation;materialcollection, investigation and inquiry;expression and communication, appraisementand retrospection;stretch to extracurricular, and practice and inquiry.Inquiry moral learning has put forward new demands for teachers. Teachersmust change their traditional moral education outlook and set up subjective andcreative moral education outlook. Teachers must be transformed from the role ofinstructor and infuser of moral knowledge to the role of organizer, guider, participatorand learner. Teachers must develop their own moral knowledge and moralidentification ability, take a correct attitude towards education themselves andoptimize their own teaching behavior. Teachers must also set up a new type ofrelationships among teachers and students with respect and trust, communication andunderstanding, and cooperation and participation.