Comparative Study On Moral Education Between Chinese Teaching And American English Teaching

As the development of economic globalization and the socialist market economyof our country, China’s traditional values and morals is being greatly challenged.The economic globalization brings new moral perplexity and confusion to theteenagers of our country. As an important area of moral education, the Chinesesubject should adapt to the times, draw on the successful experiences from thedeveloped country to promote the development of the moral education of the Chinesesubject, realize the three dimensional target of the Chinese Curriculum, andimprove the teenagers’ language systematic quality in all level. In spite of itsshort history, American is in the lead of moral education theory and practice inthe word. Its successful experiences are worth our attention. It has becomeresearch center of modern education theory and the birthplace of trend ofeducational thought in only two hundred years. Many world-class educators are foundin America, such as Dewey, Kohlberg, Nel Noddings, and so on. In the research onthe theory of moral education, American always explores the development rules ofmoral consciousness which are adapt to the political and economic development oftheir own country actively. They successfully developed some important moraleducation theories such as cognitive development theory, personality educationtheory, and caring moral education theory by absorbing relevant theorization frompedagogy, psychology, ethics, and sociology. It always leads the trend of educationreform in the world. This paper is mainly to fine out the similarities anddifferences between the American language moral education and Chinese moraleducation by researching into the targets, contents and methods in the languagemoral education of these two countries. And through identifying and comparing thesimilarities and differences, we can fine out the problems in the Chinese moraleducation and learn from the successful experiences of America.This paper is divided into four chapters. The first chapter mainly introducesthe moral education and the comparative moral education. The Chinese moraleducation is mainly based on the Confusion moral theory and Marx’s theory of humancomprehensive development. And the American language moral education is mainlybased on John Dewey’s pragmatism philosophy, Kohlberg’s cognitive developmenttheory, and Nel Noddings’ Caring moral education theory. The second chapter ismainly to fine out the similarities and differences between the American language moral education and Chinese moral education by comparing the targets, contentsand methods in the language moral education of these two countries. And then,Analysis is made on this phenomenon. The third chapter discusses the successfulexperience of the Unite States and the moral problem of China and analyst the causeof these problems. The forth chapter is aimed at finding a way to settle theseproblems by draw on the successful experience of the Unite State.In brief, learning from the Unite States’ successful experiences, Chinesemoral education can make a further development adapting to the times under thecircumstance of drastic socialist economic structure transition in China.