Plight And Outlet Of School Moral Education Returning To Life

The philosophy of moral education returning to life or life moral education is a valuableidea generally being accepted in moral education theory research and in the practical world atpresent. But owing to various reasons, the effect of the philosophy implementing at school isnot ideal. It is based on the practical consideration that this article tries to propose appropriatecountermeasures through analysis of difficulties that life moral education encountered in theimplementation and cause resulting in the difficulties so as to promote desired effect that lifemoral education will play more effectively.This thesis consists of three parts. The first part is an introduction, including the origin ofthe study, the proposed background and the related research review of school moral educationreturning to life, the significance of the research. The second part reveals the plight of schoolmoral education returning to life and analyzes the reasons for these predicaments. The plightmainly includes ineffective implementation of life moral education curriculum plan, focusingonly on the form of life moral education, the deficient development and utilization of lifemoral education curriculum resources inside and outside school, the inflexible use of lifemoral education textbook, the one-sided evaluation standard of life moral education. Thereasons mainly include education administrative departments short of knowledge ofprofessional moral education discipline, wrong interpretation of life moral education, lifemoral education teachers lack of awareness and capacity of developing and utilizing lifemoral education curriculum resources, suffering from the tradition of teaching materialsmanagement and the reality of less professional life moral education teachers, the seriousutilitarian tendency of the current education, the missing related system security. The thirdpart is the way out of school moral education returning to life in trouble. This paper offersperspectives from three dimensions of changing and deepening ideas, reforming practice,establishing protective and normative institutions, considering that school, educationadministrative departments and society should change and deepen ideas; practice of reformingshould start from the content of life moral education, the method of life moral education, theevaluation pattern of life moral education, life moral education teachers’ literacy and theenvironment creating of life moral education; in the system, the formulation of themanagement system and the evaluation system should be strengthened.