Comparison On Moral Education At School In China And U.S.A And Its Revelation To Chinese Moral Education At School

Since the Reform and Opening in China, Chinese construction of socialistic modernization has made great achievements. Meanwhile, many moral problems appeared with the material prosperity, such as the lack of public morals of young people, the degradation of vocational morals, and the indifference between people. So it is a pressing task that how to imprqve moral education in the new times, in order to cultivate socialistic constructors and successors of all-round development of morality, intelligence and physique, who have aspirations, morals, knowledge and discipline. One of the methods to solve the problem is to learn and borrow experience from other countries all over the world. As a country with varied views of value, the United States attaches great importance to moral education due to its efficacy on social stability and development, and cultivating qualified citizens. Holding up as the guide Marxism, Mao Zedong thought, Deng Xiaoping Theory and the important thought of Three Represents, this dissertation compares moral education at school in China and U. S. A, and discusses what the comparison reveals to our Chinese moral education at school.This dissertation includes six chapters: the introduction, the comparison on the purpose of moral education at school in China and U. S. A., the comparison on the contents of moral education at school in China and U. S. A., the comparison on the curriculums of moral education at school in China and U. S. A., the comparison on the teaching methods of moral education at school in China and U. S. A., and revelation and enlightenment.Based on the comparison and analysis of the purpose, contents, curriculums and teaching methods of moral education at school in both China and the United States, this dissertation puts forward solutions and ideas in five aspects: how to improve the methods of patriotism education, strengthen socialism education, anddevelop our Chinese spirit; how to carry forward and creatively transform our Chinese good moral traditions in a critical attitude, and to borrow and improve the worldwide advanced cultural achievements; how to reform the rigid and dogmatical curriculums of moral education, and attach importance to indirect moral education in a way of influencing students' morality in every aspect; how to achieve the goal of moral education imperceptibly through the social practice to strengthen student' personal experience; and how to bring full play to student' subjectivity during the course of moral education so as to carry out moral-integrity-forming education aiming at personality modernization.