The Comparative Study Of Contemporary Activity Moral Education Between Chinese And Japanese Primary And Middle School

In May 2010, the Chinese government launched "Guide for Medium-and-Long Term Education Transformation (2010-2020)", clarifying that "being students' oriented" should be the core value of education."Activity Moral Education" is also called moral education in the form of activities, meaning in this kind of moral education, students can learn ethics with their own choice of activity with the guide of their teacher and the activities are so closely related to students' daily life that they can practice the ethics on their own when the whole process of Activity Moral Education is done.It is very necessary for us to learn from the well-experienced Japan of their Activity Moral Education and thus fulfill Chinese government's requirement of being "students' oriented".The reason for using the comparison between Chinese and Japanese "activity moral education" as the subject of the dissertation is that first, it is beneficial for us to learn from Japanese experience of education to better resolve the problems in the progress of China's modernization; second, it is beneficial for us to learn more practical operations f in the period of education transformation; last but not least, it is beneficial for us to learn the innovation method of activity education from Japanese practice, which is still in the current school curriculum system.So the essay of this dissertation is to learn from Japanese theory and practice of activity moral education to facilitate China's moral education and at the same time, better clarify how to make the concept of "student-oriented" more practical.This essay will be divided into four parts. First, concept clarification and related theory comparison, which clarify the difference between the concept "activity" and "practice" and identify the core concepts in the dissertation such as "contemporary", "high school" and "moral education".Second, comparison between theory of activity moral education in Japan and China. The same side of the theories in both countries is that they both value the participation of students in the whole process, the importance of experience and the ultimate purpose is to let student practice what they learn by themselves. The difference between the theories is that the Japanese theory is more focusing on practice, while the Chinese theory is more focusing on making students believe the key value.Third, comparison between the practice of activity moral education in high school. The comparison will be carried out in four directions, including objective, principle, content and form and unique features.Fourth, notify problems contained in Chinese and Japanese Activity Moral Education.Fifth, make suggestions concerning how to further improve Activity Moral Education in Chinese primary and middle school.