The Dilemma Analysis And Strategy Research Of Moral Dialogue Teaching In Morality Classroom

As a kind of teaching method, teaching principle and teaching spirit, it is an inevitable trend for 'dialogue' to get into class. The UNESCO once mentioned in its book of Learning -Wealth Inside It that dialogue is a necessary means of 21st century education. China's new round of Education Curriculum Reform advocated an'autonomic, cooperative, exploratory" way of learning and the identity transformations of the students and teachers also provides dialogue teaching with policy basis and theoretical basis. Under the guidance of the new Education Curriculum Reform, the class gradually breaks through the traditional teaching mode of "centralized class", which also provides the reality basis for the implementation of the dialogue teaching. This study attempts to probe deeply into moral education class and reveal the exist dilemmas of its dialogue teaching by showing its actual status.The study also tries to analyze the possible causes of its dialogue teaching dilemmas and explores the ways out.This study is divided into four parts. The first part is introduction, which introduce the reason and significance of selecting this topic, as well as clarifying the overview of related research at home and abroad and then presenting the research design of this study. The second part is the research backgrounds and presentation of the facts. By presenting the ideal dialogue teaching in moral education, the researcher enters into the research site with these presuppositions, which lays the foundation for the later chapters analysis. In the first chapter of the second part, researcher presents the theoretical presupposition of the 'ought to be' state of dialogue teaching in moral education, which can support the real occurrence of dialogue teaching dilemmas in moral education class. In the second chapter, the researcher goes into the scene with many questions and describes an overview of the research objects and research process briefly. The third part is the third chapter of this article, mainly elaborates the real state of dialogue teaching and four typical dilemmas in moral education class,which are the lack of dialogue, pseudo dialogue, authoritative dialogue and invalid dialogue--and the representation, the formation mechanism and the influences of each dilemma. The last part is the fourth chapter, which analyzes the possible reasons behind these dilemmas and explores the way out in terms of conceptual change and practice guidance.This study presents the real status of dialogue teaching in moral education class,digs the dilemmas out, analyzes the reasons behind them and in the meanwhile makes a preliminary exploration on how to overcome these dilemmas. Of course, the plight of dialogue teaching in moral education class appears far more than these. Better implementation of moral education is a learning about how to be a better human. And this needs more people's dedication to the related researches and practices. This study is designed to arouse more attention to dialogue teaching of moral education class.