A Comparative Study On Moral Education In Go For It And Longman Activate JS1-3

Infiltrating moral education in school subject teaching is an important task in the teaching of every subject.As an essential factor in school education,textbooks convey knowledge and morality through teaching and learning.The selection of moral education content in textbooks directly affects the efficiency of moral penetration to students.Therefore,the study of moral education content in textbook is necessary.There are differences in the teaching philosophies and cultural backgrounds between Chinese Mainland and Hong Kong.This study compares the moral education in Go for it and Longman Activate JS1-3,then analyzes the characteristics of the two editions in order to make the moral education content of English textbooks in junior high schools more instructive in the process of English teaching,and to achieve the purpose of teachers more effectively infiltrating the content of moral education into the process of English teaching.Based on Kohlberg’s theory of Moral Cognition Development and Moral Education Theory,this study firstly uses literature research method to compare moral education content in order of grades,and then adopts text analysis method and comparative analysis method to compare the content of moral education in Go for it and Longman Activate JS1-3 by quantities,categories and presenting modes.The frequencies and percentages of each moral element are presented by the histograms.The results are drawn as follows: On one hand,the two versions share some similarities in the content of moral education.The two editions are most concerned with interpersonal morality and both focus on “courtesy education”;the frequencies of intrapersonal morality in the two editions both ranked the second and both focus on“good lifestyles”;the two editions pay least attention to moral education on the social dimension;the two editions in the distribution of moral content are discrete.On the other hand,there are several differences in the content of moral education in the two editions: moral education content in Go for it is relatively cliche;the presenting modes of moral education in Go for it is not diversified;Go for it does not fully arouse the individual initiatives of students;less Chinese excellent cultures areembodied in Longman Activate JS1-3.In order to make moral education content of English textbooks in junior high schools more instructive in the process of English teaching,this study puts forward the following specific suggestions for textbook compilers: moral education should keep pace with the times;moral education should be presented in a variety of ways;content of moral education should conform to the level of moral cognition development of students in different grades;attentions should be paid to moral education on social aspects such as patriotism and legal education;emphasis should be laid on excellent cultures at home and abroad;students’ ability of cross-cultural communication should be cultivated;the individual initiatives and critical thinking ability of students should be developed.