Comparative Study On Situational Teaching Mode Of Moral Education Between Chinese And American Middle School

The moral education in schools is in the center position of moral education system. Under the background of new curriculum reform, in order to improve the effectiveness of moral education, we need to continuously update the moral education teaching methods. As an important teaching method, situational teaching mode has its own unique functional advantages and it can effectively integrate various moral strength and advantages of resources. In the background of educational globalization, it’s also very important to strengthen comparative study and learn from the advanced methods of moral education in various countries. Therefor,in this study, with the theme of comparative study on situational teaching mode of moral education between Chinese and American middle school, through discussing the similarities and differences of moral situational teaching mode in middle school between the two countries systematically, the aim is to further improve the moral education situational teaching specific operation methods in our middle school and constantly promote the development of the theory and practice of moral education situational teaching in Chinese middle school.In the process of creating moral education situations in middle school, the two countries are different in the basic principles and the specific methods. Our country attaches great importance to the creation of targeted and positive situation, while the United States emphasizes creating a situation of comprehensive, open and practical. Our country generally creates situations by setting the problems, case analysis and other methods and the United States attaches great importance to the use of literature, thematic unit, service-learning and other methods to create situations. Emphasis on creating situation of life and multidimensional interaction is in common between the two countries, but at the same time we can not ignore the problems existing in the two countries in creating situation link. Our country creates situations of over-reliance on modern multimedia technology, and the teaching situation forms is not flexible and diverse enough and lack of continuity and integrity. In the creation of story type teaching situation, American middle schools have difficulties in unscrambling modern moral education meaning of classic stories; when using thematic units to create situations, because the theme involves many areas and it’s easy to weaken the students’ understanding of subject knowledge; when using practical activities to create situations, it’s difficult to integrate the moral strength of each subject because of the more interventional subject.In the process of experiencing situation phase and evaluation phase in middle school moral education, the difference between the two countries is very obvious.Our country is strongly relying on classroom teaching to carry out independent experience and cooperation experience, while the United States attaches great importance to the organic unity of the situational experience process and comprehensive practical ability training process, and situational experience activities beyond the classroom range, at the same time the content is also very rich and diverse. However, paying attention to the comprehensive inquiry under the guidance of teachers is the common choice in the process of situation experience. In the process of situation feedback and evaluation, the existence of the differences between the two countries is the result of differences in creating situation and experiencing situation: in the value orientation of evaluation, the middle schools in our country give priority to cognitive evaluation while the United States attaches great importance to the evaluation of comprehensive practical abilities; in the aspect of evaluation participating subjects, the United States emphasizes the varieties of participation and in our country, we give priority to teacher to student’s evaluation. Both countries pay attention to the influence of informal evaluation on students, and the valuation content are more objective and comprehensive, the examination is the common evaluation tools.Through the comparative analysis of the creation, the experience and the evaluation of the situations of situational teaching mode of Sino-American moral education in middle school, in our country, we can innovate the situational teaching mode in middle school moral education from the six aspects of the concept of moral values, moral content, specific teaching strategies, multilateral cooperation mechanism, the expansion of moral education space, and the strengthening of comparative study. Specifically, the moral education situational teaching mode in our country middle school should reaffirm the value orientation to achieve the transformation from the accumulation of knowledge to the promotion of practical ability; innovate the content of moral education, on the basis of inheriting Chinese excellent traditional culture and national spirit, the theme of the moral education situation content should timely demonstrate characteristics of the times; contact with teaching practice and in the teaching process we should adopt flexible and specific situation teaching strategy; integrate the strength of moral education to build a family, school and society tripartite cooperation mechanism; expand the moral education space and use the modern advanced technologies to build virtual moral situation; strengthen the comparative study and learn from the advanced methods of moral education in the world.