The Enlightenment Of Dewey’s Theory Of Moral Education To The China’s Secondary Moral Practice

John Dewey is modern American philosopher,education experts and psychologists,and he also is a actively promote social reform,devoted his life to develop a great practitioner of the democracy education thought.He is a representative of American pragmatism,is also one of the most influential educator of western moral education field.His whole life attaches great importance to development of moral education,and systematically forward his own moral education theory,was studied a lot of practice in person,in the United States and the world has had a profound influence in history.Based on Dewey’s moral education theory as the theoretical foundation,how to blend in Dewey’s theory of moral education to the middle school moral education in our country as the research target,comprehensively expounds the Dewey’s moral education theory of the era background,theoretical sources,and systematically from four aspects,summarizes the connotation of the moral education theory of Dewey and interpretation,objective historical contributions and limitations of Dewey’s moral education theory to make the evaluation.Current our country is in a critical period of reform and opening up,China’s emerging middle school students’ body,the lack of moral consciousness phenomenon makes the traditional moral education thought during the period of social transformation and the corresponding mode of education is facing a great challenge.On the basis of traditional moral education thought,therefore,the objective and rational essence of Dewey’s moral education theory,explore the new middle school moral education pattern suitable to China’s modernization and social development,for us to correctly deal with and solve many problems that exist in the new period of middle school moral education has important inspiration and reference.Dewey’s moral education thought is based on the contemporary American history and the background of the social development need,Dewey was a real educator of keeping pace with The Times,his life experience accumulated a large amount of education also formed the rich thoughts precipitate late,for the formation of the moral education thoughts and moral education method is put forward laid a solid basis in reality.On the basis of pragmatism philosophy of empiricism,Dewey constructed the theory of moral education.He put forward the formation of personality is the purpose of moral education and train the students’ ability to adapt to the society;Moral education content contained in the social life and school teaching content of other disciplines;The way of moral education is to make the school life,teaching methods and curriculum in these three students moral behavior in the practical life as a core and the link,eventually organic unity in social life.Dewey’s theory of moral education contains almost all of the theory of moral education in history,and become the thought foundation and the source of many contemporary moral education theory,the theory of moral education not only penetrated the school moral education in the United States,and thus affect the moral education practice in many countries around the world.In order to more fully,this article also has carried on the objective to Dewey’s moral education thought of evaluation,fully affirmed the idea of the bright spots,but also points out its historical limitations in order to derive the essence forms.The author through to the current situation of middle school moral education practice in our country are analyzed,and basic on the middle school moral education in the practice of education lack of serious utilitarianism,students’ moral ideal,moral education content against actual,lagging behind The Times development,mechanical single way of moral education,the lack of students’ subjectivity,moral education environment problem such as negative influence.In an era of economic globalization,diversity of interests,the actual impact on the moral education in middle school of our country there are many other factors,the need to continue to expand our research,advancing with The Times to grasp the latest development of the factors influencing the moral education in middle school.Combining the theory of Dewey’s moral education and the actual situation of our country present stage,in this paper,the realistic path of middle school moral education practice in our country.Aimed puts forward the strategy requires from four aspects: to set up scientific moral education goal;The content of moral education more close to life;Create the middle school teaching practice of diversification,with power of moral education to carry out social activities;To mobilize the social from all walks of life to support the school resume good moral education environment.Emphasis should stick to the primacy of moral education,shaping students’ healthy personality,cultivate student individuality development,with good complement of traditional sinology classic as the content of moral education in our country.Play to visit red revolutionary sites and arrange students to participate in the social service function,cause student’s thought sublimation,the moral education curriculum and teaching the virtuous cycle of other departments.The problems existing in the moral education in middle school,need to have both the theory of reflection,also need to practice of reform.The moral education in middle school in China to achieve the ideal effect,in addition to the school moral education should be discarded from Dewey thought,also needs the joint efforts of family and society from all walks of life,moral education for middle school students to create a harmonious environment.