The Comparative Research On Models Of Moral Education In China And United Kingdom

Model of moral education is a kind of educational model. It is the relatively stable,systematic and typical experience of moral education which is formed by the modelmethodology in the phenomenon of moral education. And it is a special theoretical theoryform which is formed in abstracting and structuring. Under the guidance of moraleducation thoughts and culture concept, models of moral education are formed as typicaleducation pattern which is propitious to develop morality of object of moral education andenhance level of moral cognition through long-term practice on the basis of socialrequirement and needs of subject and object of moral education.The purpose of doing comparative research on models of moral education betweenChina and United Kingdom is to explore the differences through comparison,identification and fusion under different social system and culture background which isbased on development law of moral education so that the author can find out shortcomingsand experience and promote the development of moral education in China.In models of moral education, there are many differences between China and UnitedKingdom, such as values in moral education theory, educational tradition and actualization.Theory of moral education in China includes core values of holistic view, educationaltradition which combines moral with policy and educational route which cultivates menfrom “for good” to “doing good”. On the contrary, in the United Kingdom, there is corevalue of individualism, educational tradition combining moral with religion andeducational route which pays attention to recessive education in order to realize thepurpose that educated men could grow up. Based on this theory, there are some commonground between China and United Kingdom. Courses, activities and recessive educationare being used to enforce moral education.And there are also some differences. Cultivation of objective value are emphasized inChina, while subjective value are emphasized in UK. Models of moral education in Chinapay more attention to content than to process in UK. China lays great stress on morallearning, while UK lays great stress on moral construction. Checking erroneous ideas atthe outset is more important in China, but development freely is more important in UK.The author put forward to strengthen penetration function of moral education, builddouble subjects model and devote much attention to emotional factors on moral educationwork through the comparative research on models of moral education in both China and UK. Thus this paper could enhance moral education effect in China, reach the goal ofmoral education, and promote the educated men’s moral development.