Appreciated The Use Of Education. Of Secondary School Moral Education

For many years, although we have carried on the massive discussions to the moral education theoretically and carried on the beneficial attempt from the practice, there is still a question continuously puzzling the moral education workers actually: Why have we done so much work in various aspects for such a long time, but the effect has been unsatisfactory actually? Why is the moral education work becoming more and more difficult to do? Why are the students becoming more and more difficult to understand? The author believes there are various reasons, such as understanding the moral education improperly, lacking complete understanding about the content of it and using stereotypical method etc. But the most important reason is that educators can't understand the connotation of the moral education and have not kept pace with the times in the theory level. As moral education workers, we must develop the good and discard the bad in the traditional education theories and patterns to explore and establish new moral education theories and patterns that adapt to the current social development situation.This article attempts to introduce some related ideas and methods of appreciation education from theory understanding to carry on the practical exploration to the moral education, including inquiring into the appreciation education theory again and redefining the concept. Meanwhile, explains the necessity and validity of the appreciation education in moral education from original source of theory. This article is closely related to the reality of moral education and proposes the appreciation moral education concept, which also analyses the present situation of the moral education among the middle-school students from the epistemology and the methodology angles to show the importance of appreciation moral education. Finally, based on the moral education, it proposes many measures of promoting the realization of moral education by the appreciation education.The full text is divided into four major parts:The first major part is about the theory understanding of the appreciation education in the middle school moral education. First, the author states the theory of the appreciation education, quoting the understanding of the appreciation education by Zhou Hong, Jiang Duijie, Zhu Xiaoman, Yang Ruiqing and so on, draws out the inquisition into connotation in the appreciation education, and elaborates the definition of the appreciation education by Zhou Hong. The author summarizes the connotation of the appreciation education from the above viewpoints. Then, the author deals with the relations between the appreciation education and the moral education in middle schools and proposes both of them have the same ultimate objectives, through which the author further states that the appreciation education is a positive, active and encouraging appraisal which is made in the moral education process by the pedagogue towards the thought moral character that has been formed or is being formed by the students. So the author makes an innovatory statement that the essence of the appreciation education is a kind of appreciation moral education. As a result, it is not only completely possible but also necessary to apply the appreciation education to the middle-school students' moral education.The second major part is about the theory model for middle schools to apply the appreciation education to moral education. We can obtain the model and the enlightenment about the appreciation education from 6 theories such as Hierarchy Theory of Needs, Motivation-hygiene Theory, Reinforcement Theory, Force Valence Expectancy, Cognitive Dissonance, Attribution Theory and so on, for example: respect the chief part of individual student, encourage the students from different aspects like their own sense of achievement, sense of responsibility and self-confidence, create opportunities to let the students experience success, recognize different, and we must remember the appreciation education needs moving the sentiment, understanding and tolerance. Besides, the inner causes of success are abilities and efforts and so on.The third major part is about the practical significance of utilizing the appreciation education in middle school moral education. The author obtains from the present situation of middle-school students'moral education, psychological characteristics of middle-school students, establishing new relationship between teachers and students and constructing harmonious campus etc. to explain the pressing and inevitability of the appreciation education in moral education utilization.The fourth major part, which is also the key point of this article, is about the realization of middle school moral education promoted by the appreciation education. It mainly embarks from the practice angles, combined with realistic cases, from various aspects like applying theory to reality and discipline teaching etc., to further elaborate the inevitability, the necessity, the pressing as well as the feasibility of carrying out appreciation moral education. This part altogether includes seven aspects. It mainly discusses about the requests, the methods and the measures to explain"How to do it". For example, it appeals to love education of"having affection, having emotion and having perseverance"to achieve the goal of the moral education, proposes that teachers must place their own life in students'life, stresses the current psychology erroneous zone in education, strengthens the moral education in practice and proposes the procedures such as"respect individuality and develop individuality"and so on in the appreciation education.Summary: The author further states that the appreciation moral education has bright prospects and has the profound historical significance.