Research On Tao Xingzhi’s Life Moral Education Thought And Its Contemporary Value

Mr Tao xingzhi’s life education theory and profound, life moral education thought and the practice of moral education through always. With the continuous development of the research on his education practice activity, absorption of the ancient and modern, Chinese and foreign excellent education achievements, combined with the social background and social thought of the time, unceasingly summarizes own education practice experience, formed through trials and the strong vitality of life moral education thought. Life moral education thought reveals the life moral education is the essence of "the pursuit of truth do reality" attribute, has been clear about the social morality and the unity of individual moral character, emphasize the life and the principle of the dialectical relationship of moral education, think life is the center of education, education should serve the life and life.Based on tao’s thought of moral education as the research object, from the forming conditions and theoretical origin, main content and basic characteristics, the implementation ways of life moral education thought systematically comb, the ways and methods of moral education in his occupies an important position in the whole education ideology, for at that time, but also have the enormous impact on later generations, has the very high academic value. This article attempts from the perspective of ideological and political education of tao’s moral education thought,excavate its contemporary value is of great theoretical and practical significance. The full text is divided into four parts:The first part, first of all, this paper analyzed the tao’s moral education thought into specific background and theory origin, lay the basis of the historical background for the full text writing. Tao xingzhi adhering to the essence of moral education in Chinese traditional culture, under the social background at that time, starting from the concrete practice, explore the suitable contents and methods of moral education at the time, made great contribution to the education career. This article attempts to from the political, economic, cultural, education, four perspective, analysis of social and historical conditions of tao’s moral education thought, and on this basis, the formation of life moral education thought theory origin made a historical analysis of theinvestigation. Second, starting from tao xingzhi education practice, this paper analysis and summarized the development course of life moral education thought and theory to analyze the content and characteristics of tao’s moral education thought to provide historical basis.The second part combed the contents and characteristics of tao’s moral education thought. From the ideological education, political education, moral education, discipline education and labor education in five aspects elaborates the content of life moral education thought, and then sums up out of the tao’s moral education thought "live" and "real" two basic characteristics, and carries on the detailed analysis of the generalization.The third part of the basic principles of tao’s moral education thought do first a general analysis, principle of the unity of teaching to do in the life of tao xingzhi has very important guidance role in moral education thought; Secondly the implementation way of tao’s moral education thought in a specific analysis in this paper. Tao xingzhi’s life moral education thought mainly through collective life,student autonomy and infiltration of aesthetic education, and family education ways,and achieved remarkable results.The fourth part of tao’s moral education thought to make comprehensive evaluation. First to tao’s moral education thought of historical value objective evaluation, and its limitations are also makes rational discussion. Secondly from the enlightenment to build contemporary life moral education as well as to the significance of contemporary school moral education work two aspects discusses the contemporary value of tao’s moral education thought.