The Comparative Study Of Moral Education Mode Between China And America

Under the guidance of moral education thoughts and culture concept, after a long period of practice, and according to the social demands and the demands on subject and object of moral education, the mode of moral education becomes a kind of typical education style or practical paradigm, which is beneficial to develop object of moral education and enhance level of moral cognition. The purpose of making a comparison on moral education patterns between China and America is to exploring the similarities and differences between the modes of moral education through contrast, identification and integration, under different social systems and cultural backgrounds, and on the basis of the law of the development of the moral education. Thus, it is necessary to learn experiences to promote the development of moral education better.For the moral education mode, there are clear distinctions between China and America in terms of moral education theory and implementing ways. According to the historical stages, Chinese moral education theory is divided into traditional moral education theory and contemporary moral education theory. The traditional moral education theory is mainly based on the line of Confucian Culture while the contemporary moral education theory is mainly based on the guidance of Marxist Theory. The development of the moral education of America began from the modern times whose the moral education theory was divided into modern moral education theory and contemporary moral education theory. The modern moral education theory of America is mainly pragmatic moral education theory founded by Dewey while the contemporary moral education theory of America is rich,which includes value clarification theory, cognitive development theory, social action theory and social learning theory. The guidance under different theories produce different moral education modes. China and America have common aspects in moral education mode through a comparative study, which include setting moral education contents in accordance with their actual situation, paying attention to improving moral education through various kinds of activities, paying attention to the construction of moral education environment. However, there also exist different points in moral education modes between the two countries, i.e., the curriculum of Chinese moral education is single while the curriculum of American moral education is diversified; Chinese moral education modes focus on form in classroom instruction while the America’s focus on form in non-classroom teaching; Chinese moral education modes focus on instilling of moral education while the America’s focus on indirect penetration. Through the comparative study between China and America about modes of moral education, the author puts forward advices of strengthening Chinese traditional moral education, studying the world advanced cultural achievements, paying attention to moral level, focusing on combination of reasoning education and moral practice, paying attention to the recessive education and the establishment of omnidirectional and stereoscopic moral education mode according to the stage of human development, to construct a new mode of moral education for our country. So that the goal of moral education will be achieved, the actual effect of moral education will be improved and the moral development of the educated will be promoted better.