Church Moral Choice: The Direction Of Development Of The Contemporary Middle School Moral Education

It is impossible to evade the moral choice as a fundamental formation of lifechoice. However, with the rapid development of epoch and the advent of 21st century,pluralism of value views and confusion is brought to life together with the promotionof living standards due to the speedy development of economy and scientifictechnology. But, moral education in middle schools of China's is lagged behind suchdevelopment, obstinately keeping its own 'traditions', which impacts thecontemporary middle school students fiercely who cannot adapt themselves to thecurrent situation of pluralism and confusion, and disorders in their thoughts andbehaviors emerge. Therefore, students must be instructed to be able to make moralchoice, which results in the fact that teaching moral choice has been the orientation ofcontemporary moral education inevitably.it is urgency to teach them make reasonable moral choice in our middle schoolmoral education.This dissertation falls into four parts.In the first part, as the research starting point, it analyzes the essential meaningsof teaching moral choice based on the premise of making the boundary of thefollowing relevant concepts: choice and moral choice.The second part mainly discusses the necessity of teaching moral choice. Thanksto the influences of pluralism of the contemporary social value and total intrusion ofinternet on the middle school students, they become confused in thoughts and lost inconducts. Furthermore, the middle school moral education is trapped in theembarrassment of 'unilateral formation' due to the indoctrination of measures andconstraints of functions and tendency of quantification evaluation. Although thesubjects of moral education have started their choices, they are not conscious of waysof choosing or they have a choice of deviation, as a result of confusion and overtutility of the value tendency. The third part discusses the relevant ideas of teaching moral choice. Firstly, itadvances the idea that liberty of students' moral choice should be respected thereunder theoretically the premise of moral education is the liberty. Secondly, studentsmust be taught to choose under moral responsibility which is not only therequirements but the interior motivation. Thirdly, it attaches the importance to theprosecution of teaching students to make moral choice in the authentic living situationand attention to their current life, while in the process, the teachers should not avoidthe negative problems in reality with the principles of truth. Lastly, it argues theemphasis on orientation of values in teaching moral choice because moral education isbased on the moral values.The fourth part discusses the strategies of teaching moral education, i.e. practicalblueprint, based on the assumption that ideas are the roots of practice and theconfirmation of turning point of ideas. First, teachers' function of orientation inteaching moral choice should not be ignored although the respect for students' rightsof choice exists. Second, the kernel of this part falls on promotion of students'competency of making moral choice. Two aspects should be emphasized: to advancetheir cognitive competency of moral with the fulfillment of reformation of moraleducation contents and measures respectively; to forge students' moral volition andjudgment in practice. Eventually, students' awareness of moral responsibility shouldbe reinforced, as activates the needs of their moral responsibility and helps themexperience the delight of assuming responsibility during the process of completion ofassignment. Only under the circumstances of assumption of responsibility can moralchoice embody its own value.