A Comparative Study On Elementary School Moral Education Of Korea And China

Human society has entered a new era. Owing to the reflections on traditional school education, people have been more deeply awear that modern school education should be based on shaping of people’s healthy life and the cultivation of their personalities. Moral education is the decisive factor which constitutes, dominates, condenses and supports the growth of life thus for people to achieve happiness. Therefore, a sound system and method of school moral education play a important role in promoting students’overall development, guaranteeing the quality and the correct direction for talents training.China and South Korea both belong to the same culture circle of East Asia inspite of their different social systems, values and education characteristics. Under the influence of the traditional Confucian culture, the two countries, however, both have the tradition of attaching great importance to moral etiquette education so that they can be compared in terms of moral education because of the similarities they share. In the course of developing and evoluting their school moral education, both China and Korea have experienced achievements and hardships, which are worth moral education experts’analyzing, absorbing as well as borrowing when they do research to provide practical experiences in develping modern school moral education of these two countries.This study, on the basis of previous studies, focuses on the comparing and analyzing primary moral education courses of China and South Korea, including courses object, content, method and evaluation. It discusses the advantages and disadvantages of school moral education of China and South Korea, existing problems and future development basing on the combination of the result of previous revelant studies and this study. This research paper is broadly divided into the following seven parts:The first part is the introduction, mainly interpreting the background, the review, significance, methodology and related theoretical framework of this research. The second part mainly elaborates the social cultural background, the characteristics and evolution of the primary moral education courses in China and South Korea as well as summarize primary school moral education curriculum of the two countries. The key parts, through the third part to the sixth part, mainly make a pointed comparison and investigation focusing on primary school moral education courses of the two countries from four main aspects:course object, content, methods and evaluation system. Meanwhile, the differences and similarities between two countries are generalized and analyzed to further put forward vauable recommendations to better and develop elementary school moral education courses through the full-range and multi-level comparisons. The seventh part, also the last part, is the conclusion, which sums up the present situation of moral education of China and South Korea as well as the present study.