Educational Consideration On Teaching In The Course Of The Principle Of Moral Education

During the process of this tremendous social transformation, the transition and the change of thesocial structure and the culture’s connotation, together with the construction and the destruction of theeconomic pattern have brought the rapid development, as well as the stranded,pounded ideology in thisdiversified era, for which the moral crisis manifests itself as the loss of beliefs. In regard of the seriousmoral problems, the education can hardly absolve itself from the blame. The teaching of moral curriculumhas degraded to the artless giving and accepting of the related knowledge, which has been caused by theloss of the pursuit of human nature, as well as beautiful life. These has attributed to the influence of themetamorphosis of economy, culture and social system. With regard to these problems, the author tries toexplore the renovation of the moral theory curriculum education through the analysis of the teachingactivities in class.The study has been set to be one about the teaching model, further more it is a project for theteaching activities in moral theory lessons. It has aimed at such universal problems in moral curriculumlessons in universities as ignorance of living experiences, neglecting of social problems and lack ofinteracting between teacher and students. In accordance with the educational and teaching principle ofmoral education, the author puts forward that the teaching of moral curriculum is supposed to develop thestudents’ moral sensitiveness by guiding them to discuss the related theories morally and observe andcontemplate the social phenomena morally.This thesis focuses on the contemplation of educational nature of moral theory curriculum in fourparts. Part one focuses on the adopted theories including the research motivation, objectives, and relatednotions. In part two and three, sample analysis, the author keeps an account of a detailed record of C’s teaching process in class, which takes the form of discussions of three topics. Based on the record, theauthor provides a further analysis from the following three perspectives----teaching, assignment,assessment. In part four, the author gives a though reflection of the moral curriculum education inuniversity, through which the attribution has been presented of the should-be reality and truth, and theactual falseness and emptiness of the moral education.