Research Of Middle School Students’ Moral Cognition Ability And Its Cultivation

Moral cognition ability is not only a moral ability but also a cognitive ability, it is thebasis for the formation of other moral capacities and important prerequisite for thedevelopment of individual morality. The Current Social is in overall transformation withconstant changes and rapid developments, profound changes in the economic, political, social,cultural and other fields, deeply affect people’s morality. Moral values and its evaluationcriteria diversification, coupled with moral relativism, lead some high school students tomoral confusion and conflict, so it is particularly important and increasingly urgent to developmiddle school students’ moral cognition ability, so that they can cognitive, understand andjudge complicated moral phenomena, and make the right choices by themselves. This studyintegrated use the knowledge of education, psychology, ethics, sociology and other disciplinesto research the meaning of moral cognition ability, and its classification, formation,influencing factors, function, and training ways Systematically. Doing so on the one hand helpto enrich the content of moral education research, and deepen the study of moral ability intheory, on the other hand contributes to the promotion of moral reforms in practice, so thatimprove the level of middle school students ‘individual morality and moral education effects.The paper is divided into three parts:The first part generally analysis the moral cognition ability in theory, firstly define themeaning of it, analysis its characteristics and classify it in detail, secondly focuses on theformation process of it, finally explain the value of it. The moral cognition ability is “Theability that moral subjects can form moral concepts, construct moral cognitive system, thenuse the existing moral knowledge to analysis, evaluate, inference, conceive and reflect byexperiencing, learning, exploring, practicing, reflecting and other ways”, is not only belong tomoral ability but also belong to cognitive ability. Moral cognition ability has practical andthinking of unity, universality and particularity of unity, stability and variability of unitycharacteristics. Moral cognition ability constitutes by the elements including the ability ofmoral perception, moral cognition, moral understanding, moral evaluation, moral inference,moral conceiving and reflecting. It develops continuously along from low to high order in the process of initiative and passive, others discipline and self discipline, internalization andexternalization under the influence of factors such as experience, practice, living, thinking,self-construction, moral emotions, teacher-student relationship and so on. Moral cognitionability is the basis for the formation of various elements of moral ability, importantprerequisite for the development of individual morality, having fundamental significance tomoral ability and individual morality development.The second part researches the practical necessity of developing moral cognition abilityfrom three angles including international consensus, social background and current situationof moral education in China. Developing the middle school students’ moral cognition abilityreflects the consensus on international moral education, practical requirements of socialdevelopment and requirement of correcting understanding on intellectual moral education anddeviations of life-moral education, ameliorating current situation of moral education andimproving it.The third part is the focus of the paper, systematically discuss the ways to develop moralcognition ability. First, develop middle school students’ moral cognition ability throughpositive thinking and exploring, include inspire their understanding motive by reasonablearranging moral content, guide students to positive thinking so as to provide intellectualsupport for moral cognition ability developing, change learning methods, self-construct moralcognition ability through exploring. Second, develop middle school students’ moral cognitionability through moral dialogue and discussion, include promote the ability of moralunderstanding and moral evaluation through democratic dialogue and moral discussion, and inthis process should be follows the principle of "equality, openness, guidance". Third, developmiddle school students’ moral cognition ability in solving ethical problems. By settingvirtual contexts develop moral inference and moral conceiving ability, by solving realproblems to develop moral cognition ability, thereby preliminarily use moral cognition abilityand moral cognition began to turn to moral practice. Fourth, develop middle school students’moral cognition ability in positive in moral life and practice. Based on real-life, studentsshould experience actively, teachers should integrate various moral living resources,accurately find the entry point of moral education, combine the education of living world and science education, achieve the organic unity that involve the education andself-education, educational theory and practice, solving ideological problems and solvingpractical problems. Fifth, develop middle school students’ moral cognition ability in moralreflection and introspection. Students develop their ability of moral reflecting initiatively andactively, through moral reflection and introspection, moral subject’s morality constantlygenerates, moral cognition ability further develops, moral behavior improved constantly. Theimplementation of these specific strategies runs through and reflects the characteristics ofmodern moral education such as interactive relationship between students as subjects andteachers as leaders, emphasizing the learning methods that middle school studentscooperatively explore and self-construct, open and interactive learning environment, teachersplay the role as instructor and promoter, democracy and equality of teacher-studentrelationship, concerned about moral experience and practice based on life, emphasizingdevelop moral abilities and so on.