A Comparative Study Of The Forms Of Morality In Primary School Moral Education Textbooks

The current moral education in primary school textbooks change from the past "ideology and morality" into "morality and life" and "morality and society", they are based on the idea of life, and design the content of moral education according to students' life. Because of the comprehensive and life orientation of the new curriculum of moral education, textbook system reconstitutes and focuses on the combination of knowledge and interest. But due to the integration of life, society and moral content, the contents of the curriculum weaken moralization, damage the logic system of moral education to a certain extent, instructions on the moral knowledge of textbooks are not clear enough, present the meanings and values of guiding social life, and virtues' significance desalinate. The presentation forms of virtues in moral textbooks have a strong influence on the value and significance of virtues, the reflection of three-dimensional target of textbook:knowledge and skill, process and method, emotion attitude and values, the realization of the function of moral education. Therefore, the research based on China's different periods of moral education under the background of the curriculum reform of the presentation forms of virtues, is a new review and reflection of the present school moral education.In this paper, the presentation forms of virtue in two periods of primary school moral education textbooks the before and after the new curriculum reform in 1992 and 2011 provide for comparative analysis, explore the characteristic their respective forms in two periods, find out their common problems and seek solutions. This paper mainly includes four aspects, the first part expounds the theory basis and the connotation of virtue. The second part, compare the presentation forms of virtue of two versions of primary school moral textbooks. The main analyses include two aspects:virtue's overall content of the organization form and the specific content of the presentation form. To sum up their respective characteristics, textbooks published in 1992 emphasize virtue's static and closed form direct present, textbooks published in 2011 stress virtue's open, situational indirect presentation. The third part, think about the problems in the presentation forms of virtue and the reasons. Virtue's presentation forms in two sets of textbooks exist common problems in highlighting the meaning, structure and level of virtues, embody in four aspects:the imbalance between explicit and implicit presentation; the layout of virtue lacks hierarchy and stage; the presentation forms could not fully highlight the three dimensional structure of virtues; immobilization of the value structure of virtues. These problems are closely related to these factors, such as the knowledge-reliance, life-reliance dilemmas of moral education, the lack of harmony of moral values in our country for a long time, failure to grasp the law of moral internalization and law of moral development of students. The fourth part, explore optimization suggestion, including the virtues' setting principles, ideas and methods of setting, for example:insists on harmony and unification of scientific principle and the principle of life; advance the hierarchy and sequence of virtues' settings; highlight the concept of three-dimensional vision education; effective integrate normative constraints with the significance of lead to show the intrinsic value of virtues.Through comparative study of virtue's presentation forms in two periods,absorb and draw the beneficial factors of foreign virtues, hope to promote virtue's rational presentation in textbooks effectively at the present stage,make our moral education display its value and function well.