Research On The Concept Of Knowledge In The Textbook "Morality And The Rule Of Law" In Primary Schools

In the knowledge-based moral curriculum,which believes that the development of children's morality will ultimately be achieved in the acquisition of moral knowledge,moral knowledge has absolute and authoritative status because it's considered to have the basic characteristics of objectivity,universality and authenticity consistent with scientific knowledge,and then exists above children's life,becoming the main object of moral learning and teaching in moral curriculum.After reflecting and criticizing the knowledge-based moral curriculum,the life-based moral curriculum emerges as the times require.After leading the moral curriculum to get rid of the knowledge misunderstanding,the life-based moral curriculum has decided a life-based way to solve the knowledge problem existing in the previous curriculum.Morality is no longer out of life,and never the master of the life.It should be the unique life style that can help people to live better.Moreover,moral knowledge is no longer the focus of moral curriculum teaching.At the same time,the change of the overall concept of the curriculum will ultimately be implemented in the compilation of textbooks.In view of the knowledge-oriented features of the previous textbooks,Morality and Law textbooks for primary school compiled by ministry of education have made a change,and chosen to compile the textbooks under the basic idea of "moral cultivation returning to life".In order to further understand the concept of knowledge held in Morality and Law textbooks for primary school compiled by ministry of education that has got rid of the knowledge-oriented features,this research analyzes a full set of Morality and Law textbooks for primary school compiled by ministry of education by using the content analysis.Based on the analysis of the state level,the value level and the action level,the problems about knowledge in the textbooks are analyzed in this research.Among them,in the state level,the research mainly analyzes the quantity,type and organization form of the knowledge in the textbook;in the value level,the research mainly interprets the moral value of the knowledge in the textbook;in the action level,the research mainly inspects the knowledge learning strategies in the textbook.According to the above analysis results,with regard to the concept of knowledge held in Morality and Law textbooks for primary school compiled by ministry of education,this research has the following findings: first,in terms of the understanding and attitude of knowledge of the textbook,the knowledge in the textbooks compiled by ministry of education is a kind of manifestation of human life experience,and important resources for textbook compilation.Moreover,the knowledge held in Morality and Law textbooks for primary school compiled by ministry of education is not "value free" because it is the products of human's whole life.And the textbooks hold a positive attitude towards the value of knowledge learning in the process of children's moral development,which means knowledge learning is no longer the only condition and purpose in the process of children's moral development.On the contrary,knowledge learning has become a part of the life-based moral education.However,the objectification and disciplinization concept of knowledge still exists in part of the contents of this textbook.Secondly,there are two kinds of concepts of knowledge learning behind the "knowledge-centered" and "life-centered" way of the compilation of textbooks.They are "learning for knowledge" and "learning for life".Thirdly,this research concludes that there are four kinds of knowledge learning strategies implied in the textbook: We can acquire knowledge in learning activities;we can promote the integration of knowledge and individual life experience;we need to know how to acquire knowledge included in the textbook stories with pictures and texts;in order to acquire knowledge,we need to reflect on our lives.Finally,the textbooks show different characteristics in the knowledge organization and arrangement because of the influence of the two kinds of concepts of knowledge.In view of the above research conclusions,the reflection and prospect of future research of the research are as follows: The textbooks should follow the positioning of "for life" again during the knowledge compilation;teachers should carry out knowledge teaching with the goal of "for children's life".