Changes Of Elementary Moral Education1981-2013

This study selected country in the1980s,1990s, New Century PEP moral teaching first grade for the analysis of the text, summarize our country since the1980s, changes in the characteristics of primary school moral education. Through this study, we hope to develop in the future of our primary school moral education play a guiding significance.By combing previous relevant research literature, the use of frequency statistical method to find information and build research framework, and then analyze the content and frequency of statistical methods to carry out a detailed comparison of three editions of textbooks, lead to the conclusion.Based on the above ideas, the paper is divided into four parts, as follows:The first part of the introduction, the reasons for choosing a primary school moral education research, describes changes to the primary school moral education value and significance of the research conducted to determine the choice and the basis for the study and research methods, and a brief description of the research ideas.The second part of the literature review. Through the previous literature at home and abroad, to build the analytical frameworkused in this study: Version textbooks and five dimensions of thethree stages. Specific to the initial formation stage86editiontextbook, building a stage version of the92textbooks, soundand mature stage version of the2002teaching comparativeanalysis; five dimensions are: construction materials, teachingmaterials, teaching presentation, teaching values, teachingexercises design.The third part analyzes the changing course materials.Applying analytical framework for version86, version92, version2002Third Edition textbooks were analyzed and compared.The fourth part, conclusion. By comparing three editions oftextbooks summarized version features three textbooks totalchange, we want to build the future primary school moraleducation of some significance.Study the following conclusions:1.experienced a change inthe structure of materials subject knowledge led to a shift in themain line of student life characteristics;2.showing from a focuson teaching content to focus on knowledge and then to focus onthe political life of the change characteristics;3.textbookpresentation is from a single, serious to the rich, lively;4.textbook values reflect changes in the characteristics of thesocial function of attention from teaching materials to theattention of the individual functions;5.showing from textbookexercises designed single subject becomes the subject of avariety of integrated features.