Reference On Chinese Traditional Virtue In Middle School Moral Education

Phenomenology of education research abroad has become more mature and deepen.At present in our country education research is being caused by educational circlesinterest. Foreign education phenomenological classic has been gradually introduced intoChina, some scholars have begun to study and discuss. Capital Normal University hasheld two sessions International Symposium on phenomenology and pedagogy, thismeans the phenomenological research in education has attracted the interest of foreignscholars. Phenomenology of education as a field of study in China has taken root. Theproblem is domestic, foreign studies mainly focus on the discussion of theory and theconcept of speculation. Little concern about the phenomenology of education caringpractice, although some scholars have paid close attention to the phenomenology ofeducation the practice of " dimension", proposed as ethical, political" practice theory ofphenomenology of education". But due to the neglect of the educational thought ofMarx ’s taking into account, thus always lack of western education theory ofphenomenology criticism and conscious introspection, always can’t get rid of theforeign education phenomenological theory, creatively put forward a Chinese style ofphenomenology of education theory. We think that domestic scholars on thephenomenological research in education to have its own characteristics must be facingthe Chinese present education situation, combined with Marx Engels ’s classicexposition on education, especially in combination with Marx’s practice materialismthought to construct the Chinese practice of phenomenology of education theory. Thepresent Chinese education while in the scale, service to the society development hasplayed an important role, but also put in one-sided pursuit of industrialization tendency.Education more and more tools, utilitarian goal driven, education essence and meaningof the lost. Education was limited to the teaching, Professor of social needs ofknowledge, education as a kind of technology. Thus the object of Education--also betechnology, tool. This kind of education raises the" technology"," tools", people mustsatisfy the needs of society, the passive" tool". Education became a" project" and"industry". This kind of education will inevitably lead to the education of humanisticmeaning is lost and the education of "educating people" loss of function. With Marx as the representative of the Marx Engels educational thought of persisting in the practicematerialism point of view to understand education, nature of education is the full-scaledevelopment of the person and human nature perfect education practice. Through theeducational practice of teachers and students work together to build a specificeducational situation full of experience--the life world, in this world is real"people-oriented" education will occur. This kind of education is living, contextualized,full of witty education and teaching wisdom to create " good student (good child, goodboy)" for the purpose of practical activities. The ultimate purpose of education is toguide people’s health, development, freedom and independence, guiding people ’s happylife. Marx’s practical materialism view of education and practice education theory haveinherent similarities, Marx Engels’s education thought implies practice education pointof view, this view can expand on Marx Engels’s thought of education for understanding,Marx Engels educational thought of phenomenology understanding. This understandingcan make Marx Engels’s education thought and contemporary western educationalthought of phenomenologytheory of dialogue, so that Marx Engels’s educational thoughts in contemporarytheoretical debate and" contemporary", this also explained from another angle MarxEngels theory vitality and" advancing with the times" theory character. Not only such,adhere to Marx’s practice materialism principle also helps us to the west of thetheoretical criticism of every hue, Chinese scholars the commanding point and thediscourse right.The thesis consists of three chapters: the first chapter mainly introduces thephenomenology of education the theory background, points out that thephenomenological theory and method of education infiltration is the realistic educationis the inevitable need theory; the second chapter tapped Marx in Engels’s Thoughts oneducation, education theory, and points out that the practice of Phenomenology ofeducation thought Marx Engels educates the thought the core; the third chapter ofMarx’s educational thoughts of a kind of practical educationphenomenological,interpretation, pointing out that Marx Engels’s view of education isessentially a "people-oriented" and " perfect" concept of education...