Investigation And Study To Moral Dialogue Of Junior Middle Schoole

Compared with the traditional "monologue" way of moral education, moral dialogue due to highlight people’s subjectivity and sexual development conforms to the contemporary social and human development needs. In school, it is need to improve the actual effect of moral education, introduce the concept and method of dialogue. So in this paper, in the base of the theory of constructivism and dialogue philosophy I examine what state the school moral dialogue is in, and do the deep reflection based on investigation.Based on G city S middle school as the research object, by adopting the method of observation, interview.I analysis in what environment and how to explore between teachers and students in the S middle school, how dialogue to feature in the relationship between teachers and students, teachers and students, and how to construct meaning world through dialogue in class, on the basis of the analysis of school moral education target orientation.In the school, classrooms and classes are the main place of study and life to Students.So I investigate the time and space as the focus in the classrooms and classes, again from the same grade with different classes and the same class with different class comprehensive investigation on horizontal and vertical.It analyzes from four aspects in this paper. First,in terms of moral education situation, I find that the static situation of school moral education lack of humanization designed, can not meet the students physical and mental development characteristics better, dynamic situation lacks of communication. There is lack creation in school situation, and the students’ learning life is in a lack of interactivity of the situation, and therefore there is not situation to express theirselves to student. Second, the moral education in the relationship, especially in the classroom,the teachers dominat the classrooml’s voice, students’ classroom expression is constrainted by outside forces, the lack of opportunities to express yourself and time.There is lack of real dialogue between teachers,students and text. Third, ways in moral education, I think the teaching methods of teachers adopted by the immobilization, stylization, is away from the people’s life and moral experience, language expression and activity is a single class. In the final part,it will be from a target on deep mining, finding that the school moral education cannot highlight specific "person", let a person become subduction of the DE had purpose in external pursuit.This paper shows that there is some dialogue consciousness between teachers and students. but it is not open enough,and not enough comprehensive,so it is not a real dialogue. But finally I do not put forward detailed Suggestions for improvement, but for further reflect on the status, from which enables teachers realize that can make a change from their own space and possibility. Finally reflect on the question focus on the five points, I think that in class the teachers say too much thus deprived students opportunities to speak, the unreasonable and unscientific management mode leads to students losing willingness and ability to express is the immediate cause of the moral education to dialogue. And in class, that the teachers rely on the teaching material too much, and lead to lack the independent creation, then make thenselves deep into the subjectivity in the teaching material, which make the students’ subjectivity and creativity can’t reflect is a key factor that it is difficult to expand dialogue. And the most fundamental reason lies in the teachers’ concept of moral education needs to change, to truly realize the moral education in idea not only purpose is to let a person become a good person, more to practice in the education practice and insist on the idea. Finally reflects on the teachers’ understanding of moral dialogue, it says that thinking mode of binary opposition of teachers to implement dialogue misunderstanding between the moral education and the way, I think that the moral education of dialogue is not the only way, but it is a critical step in improving the actual effect of moral education and school main trend, and give priority to with "monologue" from the traditional way of moral education to give priority to in order to "dialogue" way of moral education need an intermediate state, that is, a transition, also need a tolerant attitude. The implementation of moral education in schools is a including leadership, teachers, students, all staff participation, construct dialogue culture study and the life of the school culture.