Theory Research And Application Of Life Moral Education

Nowadays， with the deepening of social reform and the rapid development ofsociety， the moral status of people is worrying. Especially at present，startling misconductevents occasionally happen among teenagers，such as matricide，school violence，poisoningby roommates. The severe situation of moral education makes education workers start toreflect and pursue the origin of the problems in order to find the solutions. The moral statusof modern adolescents is mainly affected by unhealthy social practices and customs，the lackof family moral education，the inefficiency of school moral education and other aspects. Theproblems revealed by analyzing China’s existing moral education mode prove that the moraleducation is remote from our life. The separation of moral education from the real life leadsto the disconnection between moral cognition and behavior， easy resulting in “dualpersonality”; the separation of life from moral education leads to the lack of moral adjustmentwhich will cause the unhealthy practices and customs of society. The moral educationseparated from life is a kind of inefficient and ineffective “labor”. Thus，the change ofteenagers’ moral education needs people to put the moral education into life and to grasp anduse the moral education resource and opportunities in family and social education. Studentsneed to learn “life meaning” in politics course of school which plays the main role in moraleducation. In this context，the life moral education has been put forward. Life moraleducation refers to using and establishing valuable life scenes to influence educationactivities of people’s moral development.To establish and develop life moral education should firstly identify the connotation oflife moral education，define the range of life and explain the relationship between moralityand moral education. The connotation of life moral education is to use and establish thevaluable life scenes purposefully to influence education activities of people’s moraldevelopment. The definition of “life” cannot be expanded infinitely and restricted under thecontext of moral education. Thus the “life” here should be the valuable life. The life，moralityand moral education cannot be separated. The morality is the morality in life and the moral education is the education in life. At the meantime，morality and moral education providepowerful guarantee for the fulfillment of the life we are pursuing.Secondly， explore the main reason for the popularity of life moraleducation and itstheoretical base. The life moral education should rise from the bases ofcriticizing and reflecting the defects of intellectual moral education. The moral education isan important part of education，deeply influenced by the social progress and the developmentof education theory. The concept of life moral education differentiates and develops from themoral education theory. The most representative theory is Rousseau’s natural educationtheory--“Enjoy the outdoors，return to nature”--which opens up a new trend of moderneducation; influenced by Rousseau，Pestalozzi who firstly put forward the opinion of “life hasthe property of education” became the founder of life education theory; by criticizing thetraditional school education，Dewey，the American pragmatism education thinker，proposedthe“education is life” and “school is society” theories to emphasize that education has themeaning of life; and Tao Xingzhi， Dewey’s student，reversed the theory into “life iseducation”，“society is school”，and “combine teaching，learning and doing together”，inwhich Tao emphasizes the education meaning of life. Since1990s，Life moral has beenintroduced into China and has already become the hot topic of researches in moral education.According to the related researches in the theoretical cycle，it is easy to find that greatachievements have been attained recently， evolving from the inquiry of value to connotationresearch，from the theory research to the exploration of modes，strategies and implementationof the theory. With the development of researches，“life moral education” is widelymentioned and used. At this time，the exaggeration of the function of life moral education，the total negation of traditionally moral education and the abusement of life moral educationmake the education come to another extreme. Such phenomenon causes many scholars toreconsider the life moral education and to re-discuss the basic concept and theory of lifemoral education. Correct life moral education theory should be established to promote thedevelopment of China’s moral education. Through study and education, when we advocate the life moral education, we should nottotally deny intellectual moral education to the other extreme. Life moral education is noteverything and it also need to be supported by intellectual theories. The establishment of lifemoral education concept needs not only the theoretical basis but also a lot of actualexperiences from teaching and education in order to construct an amateur life moraleducation mode.