Study On Moral Knowledge Teaching In Primary And Secondary School In The Field Of Theory Of Life Moral Education

The theory of moral education for living which advocates learning morality through a “moral life”, is the embodiment of “the return of education to life” in the area of morality. Moral knowledge is the symbol which bears or represents the value relationship of inter-subjective. Not only public moral knowledge but also individual moral knowledge are included in it. It also includes moral consciousness and daily way of moral behaviors. Moral Knowledge is the foundation of classroom teaching. From the viewpoint of traditional moral education teaching, moral knowledge is objective, universal and neutral. Students’ classroom learning is the systematic mastering of theoretical systems which are external, abstract and could be mastered. Moral knowledge which is under the theory of moral education for living is practical moral knowledge that is subjective, controllable, situational and generative. Practical moral knowledge teaching not only recovers the practical essence of moral knowledge, and focuses on its process significance, but also gives it transcendent quality.Moral knowledge teaching under the theory of moral education for living in primary and secondary schools changes in the aspects of theory, path, basis and platform,which changes the moral knowledge teaching mechanism in primary And secondary school. Specifically, there are two links and four specific teaching processes in this mechanism. The transform links of moral knowledge teaching include cognitive moral knowledge turning into practice moral knowledge and practice moral knowledge turning into individual moral knowledge. The former link needs to be contextualized, which refines universal moral knowledge into situational adaptation moral knowledge. The latter should be personal and give individuals experience and reflection through classroom dialogues. Its process of moral knowledge teaching can be divided into four steps. First, contextualizing cognitive moral knowledge. Second, mixing it with typically significant life events. Third, generating morals limit through interacting between teachers and students by using adversative life events. Finally, generating moral.Reviewing current moral class teaching through teaching mechanism of moral knowledge in primary and secondary schools could find out that there are problems of non-situational interpretations of the cognitive moral knowledge system, non-conflicting experience of typical life events, non-limit seizing, non-situational guidance of personal moral knowledge acquisition. Therefore, using the contextualizing, conflicting and reflective teaching strategies, cooperating with the teaching strategies which jointing knowledge and action together can make class teaching return to life effectively, and promote the efficiency of moral class teaching.