Exchanges In The Game The Children's Moral Influence

The newly promulgated the "moral and living standards of courses" (Experiment on) points out: "Moral formation of children derives from their life experience, cognitive knowledge and sentiment. The inner heart rather than the superficial moral sentiments, the real rather than a false moral experience and cognitiveness can be triggered out only from their real life and educational activities." Furthermore, "good moral must be formed through the life itself, rather than outside the life." It inspires us that children can experience, feel, understand and construct a new meaningful world only in their real life and their favorite activities, and the moral cognitiveness can be transformed into the moral conduct in the multi-level experience activities.Communication theory provides us with a brand-new angle of view to understand moral education as well as people in the world of moral education. Children like and are happy to contact with each other. By communication, children can harmonize the relationship around the world and feel the colorfulness of social life. It's common sense and true that the games what are the means for the children to comprehend the life world are one of the natural and important lives of the children. For the children, game itself is a kind of life, and it's indeed his main existence. Game is the best way to advance the children's communication and co-operation. Starting from analysis of the relationship between communication in a game and children's moral development, the thesis puts forward the point that game which is a carrier and a resource of moral education contains the factors of moral education. Game, children's main life and existence styles, is the main means of their understanding of life. Game can mobilize the initiative of children communication. If he wants to be accepted and recognized by his peers, his behaviors must be consistent with certain moral standards. So we should be fully aware of the importance of the games to children's moral education. The formation of some virtues such as self-abnegation, self-control, solidarity, honesty, cooperation, independence, respect and obedience to logos can find the root in the games. They embody children's friendship and cooperation with peers, abidance by certain rules of the game, the use of courtesy language, consult with people, service for others and the awareness and behaviors of mutual solidarity and cooperation. Therefore, the study on the children's communication lends itself to the formation of children's good moral conduct.As for children, games are the most basic communicating ability. The games process itself is the process of communication between children. In the games, children's most interesting things are reflected through their own or common activities with their peers. Peer communication is particularly important to the development of adolescents. Friendship built up through communication can help them adapt to school life, learn to psychological adjustment and train their social adaptive capacity. Thus, we must strengthen the training of children's communications. Only in this way, can the children's special attention and help be focused on their peers, children's mental and physical health and more harmonious living environment can be guaranteed.The dissertation uses several kinds of methods synthetically such as observation, interview, theoretic research and tries to make the whole relationship between the communication in the games and the children's moral development become clear and rational.The first section mainly discusses the origin of this research, theoretical perspective and research method. The second section begins with the analysis of some games, detects the relationship between the communication of games and its influence on the children's moral development, which constitutes the primary part of this thesis. The third section concentrates on the possibility and necessity of the children's moral development through the game. The optimal moral education should be in the natural activities and in the original ecological situation. The fourth section, as a conclusion, tries to urge people to re-comprehend the meaning and importance of the game and provide a kind of game environment which is tolerant and open, dig up and look for theplayfulness of moral education.