The System of Moral Education Course

Construction of moral education curriculum is a needed in-depth study of the subject. Defects of authors for traditional moral education, gain and loss of moral education curriculum in China and abroad, made big moral education system as a whole. By understanding this new curriculum system of moral education courses, active moral climate of moral education curriculum, curriculum, institutional sense of awareness of the sense of the moral education curriculum, hidden moral curriculum and activities of the hidden moral curriculum composition.
In training and promote students thought, and political and moral quality of moral in the, various education factors (body intellectual de beauty Dr all finishing), and various education forces (family, and school, and social), and various education effect (economic, and social, and political and culture) and various education forms (activities teaching, and discipline education and environment in the of system and atmosphere of education role) is all into system and all to overall of forms play its holographic overall education role of; while, each system is to specific way constitute a more large of overall on students occurred comprehensive of education role of. Therefore, we think, to from four a aspects consider moral courses of reform problem: 1. under system on the and holographic on the on overall system and holographic contact of views, we made to body vertical de, and to intellectual Kai de, and to beauty smelter de, method and way; 2. implementation family, and school and social holographic corresponds of overall education and overall moral; 3. play full participation social overall life (economic, and political and culture life) of moral role; 4. established by two class formal of, and dominant of courses and four class non-formal of, and recessive of courses composition of overall large moral courses system, is awareness sexual moral courses, and activities sexual moral courses, and system significance Shang of moral ?courses? and atmosphere significance Shang of moral ?courses? and Qian two class moral courses in the ?recessive of? or ?hidden of? moral ?courses?.
A
Overall awareness is the first part of the curriculum system of moral education curriculum of moral education. Understanding sexual moral education in moral education, also known as theoretical courses, it through for ideological, political and moral knowledge, ideas and theories of learning and teaching (education) to promote student?s moral awareness, moral values and ethical ideals and even moral feeling, formation and development of moral will and moral behavior. This understanding of moral education and moral education in traditional curriculum is similar to, or from those courses is ?prototype? of a process of making bodiless lacquerware came in. However, regardless of the purpose and tasks, content and approach (or organization), process, or law, principles and methods and even effect areas such as testing and evaluation, this understanding of traditional knowledge of moral education and moral education course curriculum is very different.
From Europe and look in the history of moral education courses, comparison of students from school teachers and principals to be fragmented discourage, preaching, lectures, Bible study, citizenship classes, social studies, moral philosophy, philosophical studies, and more on your system, such as moral science theory of moral education course, are from the perspective of theory of knowledge, knowledge moral education courses to foster students ? moral character. This traditional knowledge of moral education and its specific implementation method until the late 19th century and early 20th century has been prevalent in schools in Europe and America, it was from then on, due to factors such as social change and development of people?s criticism and negation. At that time, from a theoretical point of this ?traditional character education? critics mainly Dewey. In works such as the principle of moral education, Dewey criticized ?traditional character education? lecture on ethics or directly in virtue methods and ways of knowledge is essentially a moral education into a ?questions and answers about specific teaching?, ?moral lessons?, which is unreasonable, is invalid.
For traditional moral education to schools in Europe and the negative evaluation of the nature and effect of scientific research results and criticism are some psychologists. Mid 20 in this century, United States Colombia University Professor and leadership of Hassan ?character education? on the moral education at the time??character education? conducted scientific studies and reached no conclusion. This study found that people advocate honest moral value on oral, but essential relationship and their actions, some persons to deceive in the mouth and not to deceive the people on the same or more intense against spoofing; teachers within the class considered honest and experimental measurement of the number of out of the number do not match.
This scientific research and from the perspective of social change, theorists criticize aforesaid factors work together not only proved that traditional moral education curriculum, in particular the irrationality of knowledge moral education courses and ineffective or inefficient nature of, and directly caused or aggravated the traditional moral education curriculum in schools is in the negative and disappear.
From China moral work of recently for decades years history and status see, school moral work of way, and way and method basically has following three class: 1. name varies of various ?formal? moral courses, as citizens class, and students accomplishment, and legal courses, and thought moral class, and CPC history or China revolution history (and the international total games history), and political theory class and various Assembly and activities in the of moral talk. We will this kind of courses called ?knowledge? or ?theoretical? moral education courses; 2. extracurricular and outside classes, activities and other activities inside and outside the school moral education. We will be in this category are called ?active? or ?practical? moral education ?courses?; 3. ? The teaching ?moral factors in, which is on the subject of moral education in classroom teaching. This moral education system in a particular period of history has played a positive role, and are still at play. But, from specific of analysis see, this moral courses system while performance out range, and excessive and effect bad, on the but exists was not full, and in should be attention of local no given note of problem, for example, above third class moral factors or moral ?courses? often because it is concealed of or intangible of and was intentionally or unintentionally to ignored has; second class various aimed at moral of activities in most scenario in the often will into various simple of moral behavior ?training? of activities, thus in actually effect little. As to the first class of ?knowledge? or ?theoretical? moral education curriculum, can be seen from three aspects. First, in this moral courses in the, was used to taught students of is was into various forms of textbook or textbooks and learning information in the of ?about moral of? knowledge (Knowledge about Mor Ali-Ty) or ?moral aspects of? concept (Ideals about Morality), they is ethics and moral learn or moral sociology in the of knowledge content or concept system, is moral of (Unmoral) knowledge and concept, and not moral and moral education significance Shang or range within of ?moral knowledge? (Mora l Knowledge) and ?moral concept? (Moral ldeals). For former of education and learning in essentially just a intellectual range within ethics of intellectual education and learning, just a ?specific of quiz teaching? or ?on moral of lessons?; and for which of education and learning, as long as its correctly reasonable, is a real of moral significance and range within of education and learning, it will will in students of mind in the formation real can effect and guidance its actual moral behavior of that moral awareness, and moral belief or belief. Second, in school moral education in the course of this category, out of the aspirations of the realities and development levels, students accepted phenomenon. Third, the knowledge of the moral education courses vary with the change of the situation, lack of stability, logic and science itself.
In short, this ?intellectual moral courses? or ?theoretical moral courses?, because its ?moral lessons? of nature and must degree of ?empty preaching? of shortcomings, in its on students of actual effect or ?education? role Shang, from actively aspects see, can let students ?society? or ?know? some ?non-moral of? knowledge or concept, is ?about moral of? knowledge or ?moral aspects of? concept, but, in formation real of moral awareness, and moral belief, and moral ideal, and moral emotional, and moral will of and moral behavior habits aspects on effective very micro-has.
Course of moral education for traditional and current knowledge of these shortcomings, many European and American countries have taken different forms of reform. In it, is most worthy of our attention, study and reference of Kohlberg?s cognitive-development-moral education method, especially his moral dilemma created by classroom discussion method of moral education and its curriculum theory and methods [1]. As a new exploration of moral education curriculum and teaching areas, which for a mature students ? development of moral judgment and moral behavior is to have a positive effect and, as a specific method of moral education, there is a certain limit; when this methodology and teaching activities and other group activities and a variety of hidden curriculum when linked, its role will be to ensure and expand. Awareness in College moral education and moral education methods such as reasoning, discussion, identifying the establishment, improvement, development and implementation process, the moral dilemmas discussed methods of this class is open to critical and moral reasoning course lessons. Of course, drawing on international experience, establishing of actual knowledge of the science of moral education course in China, especially teaching methods and approaches of moral education curriculum has yet to be a large number of comparative research, exploring the creation and verification of experiment.

Source: http://chinawestproducts.com/08/07/the-system-of-moral-education-course/

caribbean airlines samurai gabriel iglesias tim mcgraw zara phillips progeria push