The Practical Exploration And Thinking Of Experiential Moral Education In Primary Schools

Experiential moral education is not only the call of quality education, but also the call of the construction in contemporary society morality. The traditional moral education has some question. We focus on the theory and books, but not the practice and daily life. However, the good moral character of students is not self-generated by imparting theoretical knowledge and a simple sermon can be reached, but requires students to participate in the practice of moral and in the experience of reflection. It also needs interaction and communication between teachers and students. That is to say, we should focus on the students' own experience. The student is in the experience of individual perception of the world, the formation of consciousness, cultivate sentiments, and develop behavior. Therefore, it is of great significance to promote the experiential moral education.This paper attempts to sort out the three core concepts of experience, moral education and experiential moral education. It bases on moral character formation rules and discusses the experience in promoting students individual healthy growth and moral development. It is important to use experience in moral education, which can let students liberate from the boring theory of moral education and adapt into the actual life. The students could touch, feel explore life according to the individual character and preference, resulting in virtually rich individual moral cognition and improve their moral level.This paper studies the status of the primary experience of moral education according to the use of questionnaires, interviews in J primary school. The research results show that J primary school experiential moral education has some problems, such as the lack of subjective experience, the single way of experience, the rigid moral teaching and the backwardness of evaluation and so on. In view of the above questions, this study continues to put J primary school as a case. The teachers try to let the moral education return to the life world, build cultural characteristics, arouse the students' moral need, design experience activities, carry out different kinds of evaluation on students' practice. Thus it is benefit to internalization of moral yardstick It can help students in study, life and work as well as develop good moral character.