A Case Study On The Construction And Implementation Of The Primary School Moral Education School-based Curriculum In The "New Education Experiment

With the deepening of curriculum reform,moral education gradually shows the characteristic of "life oriented",emphasizing the guidance of students to achieve free and complete moral development in a complete life.The school-based curriculum of moral education combines moral content with student life more closely on the basis of national curriculum,promoting the integration of knowledge,will,and action.Although fruitful achievements have been made in theory and practice,influenced by the uniqueness of moral education objects and contents,as well as the impact of multiple culture shock and other factors,the school-based curriculum of moral education in China still has a dilemma that needs to be further broken through.Therefore,based on the current needs of students’ moral education and new concepts of educational development,it is necessary to further research the construction and implementation of school-based curriculum for primary school moral education.This study takes the "New Education Experiment" as the theoretical perspective and interprets the fundamental purpose of constructing and implementing moral education school-based curriculum based on the core concept of "for all people,for all people" in new education.Combining the concept of "combining moral and aesthetic education",it provides a lateral interpretation of the aesthetic pursuit of implementing moral education school-based curriculum from the new education perspective.Based on the ontology of new education experiments,new moral education theory,and new life theory,theoretical analysis is conducted.This study uses the "case study method" to study the "Ten Character" moral education school-based curriculum of Y Primary School.It explores and presents the case from four aspects: "curriculum construction","curriculum space","curriculum implementation",and "curriculum evaluation".Combining relevant moral education theories,it conducts a deep analysis of its construction process,moral education content,and curriculum value,exploring the internal action ideas of the case under the guidance of theory.Based on the analysis and discussion of the case,the author summarizes the successful experience of the case,that is,curriculum development focuses on teacher professional development,curriculum content covers multiple carriers,and combines curriculum implementation with life experience.However,it was also found that the individual case still faced difficulties such as vague curriculum objectives,changes in responsible personnel that constrained the optimization of curriculum content and implementation,the lack of a systematic moral education evaluation mechanism within and outside the classroom,and a lack of teachers’ reflective evaluation of curriculum teaching.Based on the experience and dilemma analysis of individual cases,the author proposes targeted suggestions: schools should form a common moral education vision,create a consistent moral education atmosphere,formulate scientific and clear curriculum goals,and create a "life oriented" moral education space for students;In the process of curriculum implementation,teachers should make timely adjustments to the curriculum content and implementation based on the needs of students’ moral development,continuously optimize the curriculum,and make the curriculum lively;Moral education courses should establish a systematic and diverse evaluation system,focusing on the growth of teachers and students both in and out of class,to inject sustained momentum into the development of the curriculum.