Teachers To Guide Ethical Experiential Learning

The 20th century was a century taking science and knowledge as leading factors. And in the 21st century, the scholars of different fields all predicted that it was the century "regarding people as the centre". The experts and scholars of the education circle reflect that the greatest regret is the ignorance of the study on people. So the study of education has veered from the exterior factors to the human being itself.Based on the reflection, people's status and value were highlighted in moral education field. Such traits as people's status, people's experience, happiness, and understanding, etc. have received the unprecedented concern. Experience is a way of survive, as well as a way of pursuing the meaning of life. When the experience makes the thought and behavior change, it will become experiential learning, which will in turn become moral experiential learning when the content is directed to moral. Moral experience learning is a key way of moral study. In the end, the status of the learners as a subject is embodied in moral experiential learning, which get the moral study back to the real world and facilitates the combination of the virtue elements, resulting in the harmonious integration of subject and object, and of rational and irrational, hi a word, people have realized that moral experiential learning has enormous moral educational significance and value.This thesis gives a clear layout of moral experiential learning from such respects as the meaning of experiential learning, historical development and theoretical foundation. The thesis also illustrates the significance of the moral experiential learning in middle school politics classrooms from such aspects as the content of courses, the educational purpose, substantial results, the way of studying, the construct of the course model and teacher-student relationship. The researcher constructs the contents of learning, object, working process, and ways of realization of the moral learning, which was compared with cases in implementing it in middle school ideology and politics lessons to testify the feasibility of the researcher's construct.Guided by the principle of theory unified practice, the researcher uses the document study method to form the teaching construct base of moral experiential learning. The moral experiential learning teaching model was constructed through the researcher's own experience in education, which further enriches the moral experiential learning as cases in real life. Through interview with some acting teachers and comparison with their teaching cases, the teaching design of moral experiential learning was perfected.Based on the students' study experience, the thesis provides some food for thought towards education, which will serve the educators to spread moral experiential learning in teaching and finally serve to make the learners of moral the real subject and purpose of education and serve to facilitate them to become an all-around person.