Research On The Construction Of Integrated Ecological Moral Education Curriculum In Middle Schools

Under the circumstances ofthe times in which,strengthening morality,cultivating all-round developmentand the growing voice for running people’s satisfaction education are gradually surging ahead.,the recent research on how to further solve the problem of moral education curriculum emptiness in middle school is stepping from implicit to explicit.Most of the topics,without exception,are only concentrated on theoretical construction and rational speculation,and hence,there was a lack of case study on the implementation effect Aron the dilemma of school moral education curriculum.Besides,few studies combated the historical context and evolution logic of moral education curriculum research from the historical origins,resulting in the research superficiality like a mere of scrap of paper,because of which,the research theory could not be transformed into the moral education curriculum practice and less experience in education courses could be used for reference.Based on the above,This paper selects the reason holism and ecological holism as the theoretical basis for the construction of the integrated ecological moral education curriculum in middle school,and takes the integrated ecological moral education curriculum in a middle school in Chongqing as a typical case,through which,the integrated ecological moral education curriculum could be constructed from the theoretical and practical levels,so as to direct the moral education curriculum in middle school.The integrated ecological moral education curriculum emphasizes that the moral education curriculum presents a living ecological phenomenon in the ecological moral education system.The subject of the implementation of the moral education curriculum and the form of this curriculum both exist in the moral education environment related to the network,and play their educational function in the moral context.It is incumbent on middle schools,which connects primary schools to universities,to cultivate the wisdom of “doing” and “knowing” in students,thus helping them learn good moral principles and gain the wisdom of the practice of morality.How can the integrated ecological moral education curriculum in middle schools be constructed from these standpoints both in theory and practice? It has become the main concern of this study.Dealing with the main issues concerned,this study observes the evolution of middle school moral education curriculum from the perspective of historical development and looks at the current challenges of it in China from the perspective of synchronicity,both of which are the logical starting points for exploring the construction of integrated ecological moral education curriculum in middle school.This study,based on the theory of holism and ecological holism,takes integrated ecological moral education curriculum as the core concept.With the main methods of literature research,field research and case study,this study focuses on the construction of integrated ecological moral education curriculum in middle school following the overall construction to the specific research line.The first is to demonstrate the value logic of the integrated ecological moral education construction.Firstly,by adopting historical approach and literature method,the diachronic evolution of moral education curriculum in middle school is analyzed from the perspectives of its orientation,goal,structure,implementation and evaluation.Secondly,this study seeks solutions to the synchronic conflict that exists in the middle school moral education curriculum,and the following 3 factors to carry out the discussion: new technology,other courses,and the phenomenon that middle schools tend to attach importance only to the outer from of moral education curriculum.Thirdly,focusing on the noumenon of middle school moral education curriculum,this paper discusses the characteristics of middle school moral education curriculum: its emphases on individuals’ development,moral education curriculum’s value and moral conduct.The second is to put forward the theoretical basis of integrated ecological moral education curriculum.This study adopts literature method and focuses on the anti-ecological feature of the current middle school moral education curriculum,it probes into the integrated ecological moral education curriculum of middle school from multi-perspectives,like reason holism and ecological holism,and it thus puts forward 3prospects of constructing integrated ecological moral education curriculum in middle school.The first one is to attach less importance to utilitarianism,and more importance to students’ individualization and socialization.The second one is to make certain of the ubiquity of moral education curriculum by integrating explicit courses with implicit ones,intellectual courses with moral ones,and moral knowledge with its internalization.The third one is to withdraw attention paid to rationalism and attach importance to the practice of moral education curriculum: students,teachers and parents are to make use of both moral courses and other appropriate educational resources whenever and wherever.The third is to construct the structural framework of middle school integrated ecological moral curriculum..The author mainly adopts documentary research method,field investigation method,case study method in the thesis.The integrated ecological moral education curriculum is constructedfrom different dimensions such as the purpose,instruction,implementation and evaluation of the curriculum.First,adhere to the principle of student-oriented,following the knowledge of the explicit moral education curriculum goal and the practice of the potential moral education curriculum goal,and from the dimensions of moral cognition,moral emotion,moral will and moral behavior,we can integrate the functions of intellectual education,physical education,aesthetic education and labor education in moral education,and build the overall goal of middle school moral education curriculum.Second,starting from the focus of curriculum structure design,internal logic and function display,the integrated ecological moral education curriculum structure of middle school is designed.Third,from the four parts,which are,the main body integration,the space-time integration,the strategy integration and the implementation of management,the integrated ecological moral education curriculum in middle school is going to be implemented.Especially,from the aspects of strengthening the concept of ecological moral education,building ecological moral education culture,enriching the experience of ecological moral education,and implementing the evaluation of ecological moral education,this paper puts forward the implementation strategies of the integrated ecological moral education curriculum in middle school.To promote the implementation and management of the integrated ecological moral education curriculum in middle school,we should strengthen the leadership of the implementation of moral education curriculum,optimize the implementation and management of moral education curriculum,and explore the supporting supervision and evaluation methods.Fourthly,based on the general and school-based characteristics of the integrated moral education curriculum evaluation in middle school,the structure and elements of the integrated ecological moral education curriculum evaluation in middle school are clarified,and then the evaluation system of the integrated ecological moral education curriculum in middle school is constructed.The fourth is based on the implementation effect and practice reflection of integrated ecological moral education curriculum in the case school,the paper proposes the strategic optimization of the the curriculum in the middle school.The implementation effect in school cases can be summarized into two aspects: On the one hand,integrated ecological moral education curriculum has become an vital carrier for“strengthening moral education and cultivating people” in school.On the other hand,it has turned into a symbol of development with characteristics.But there are still some questions in these school cases,such as shortages in atmosphere,systems,resources and so on.Three strategies are proposed based on the conclusions and questions.First,enhance the atmosphere of moral education curriculum from the aspects of arousing awareness,inheriting innovative systems and integrating various ways of moral education effectively,thereby forming a mechanism with full dimensions with all subjects and teachers.Second,improve the integrated system of moral education curriculum from the aspects of promoting the improving the moral education ability of teachers concentrating on the moral needs of students,cultivating critical thinking and judgement of morality,building a harmonious and equal relations between teachers and students,thereby leading students to be rational.Third,we should deepen the moral education curriculum reform from the following dimensions: reaching a consensus on the scientific connotation of "moral education of curriculum",clarifying the internal mechanism of "moral education of curriculum",constructing the target sequence of "moral education of curriculum",and innovating the implementation method of "moral education of curriculum",so as to promote the development of "moral education of curriculum" to "moral education of curriculum".Two main innovations are involved in this study: the one is,on the theoretical level,to construct middle school integrated ecological moral curriculum system;the other is,on the practical level,to design and explore the curriculum which has made a lot of progress.