The Presentation And Actualization Of Chinese Traditional Virtues In Primary School Textbooks Of Ideology And Morality

Chinese traditional virtues refer to the systems and criteria in the social life of ancient China, as well as the conceptions suited to the systems and criteria. It involves the connections between individuals and surroundings with abundant connotation. The ideology and moral lesson in primary school undertake the mission of teaching Chinese traditional virtues.There are 15 editions of textbooks of ideology and morality used in primary schools. Based on the 12 textbooks of ideology and morality published in 2007, printed in 2009 by People’s Education Press, this paper takes the presentation of Chinese traditional virtues as research subject, analyzing the features and shortages of distribution, discourse and illustration. Combing these features and shortages with the law of traditional virtue development, and the curriculum of ideology and moral lesson in primary schools, the author gives basic principles in the educational actualization of Chinese traditional virtues. Comparing the educational practice of Chinese traditional virtues with these basic principles, this paper finds the deficiencies in educational practice and makes some suggestions.The deficiencies in educational practice of Chinese traditional virtues involve three aspects: the level confusion between morality and virtue, the application of the educational method- Virtue Bag, the misdirection of educational resources of traditional virtues. According to the distributing features of the textbooks’ content, the curriculum of ideology and moral lesson in primary schools, the developing law of children’s traditional virtues, there are three pieces of advice adopted in the educational practice of Chinese traditional virtues, variously autonomous teaching in accordance with local condition, accurate mining of textbooks in depth, rational and effective evaluation of education systematically. Given the above, the paper offers three proposals. First of all, primary schools teachers should dig the textbooks’ content in depth, to help children realize the subjectivity-based learning. Primary schools teachers should make use of the educational resources of traditional virtues accurately. Last but not least, primary school teachers should locate the level of virtues exactly, to consummate educational evaluation of traditional virtues.