Analysis of the Education Methods of Morality and Rule of Law Courses in Rural Middle Schools
DOI:
https://doi.org/10.54097/jeer.v5i1.11551Keywords:
Rural Middle Schools, Morality and Rule of Law, Education New MethodsAbstract
With the implementation of the rural revitalization strategy and the continuous promotion of modernization of rural education, rural education is gradually shifting from "Two basic" education to urban-rural integration and balanced development, from focusing on changes in quantity to emphasizing the improvement of quality. Nevertheless, the focus of rural secondary school education still leans towards cultural courses, while moral and legal courses, which cultivate students' basic moral concepts and legal thinking, are often overlooked. Analyzing the reasons behind it, exploring new methods for moral and legal education in rural middle schools, and forming a new atmosphere of rural education revitalization guided by ideology are of great significance for promoting the development of rural education, cultivating successors in the new era, and promoting rural revitalization.
Downloads
References
Maosen, L., Taylor, M. J., & Shaogang, Y. (2004). Moral education in Chinese societies: Changes and challenges. Journal of Moral Education, 33(4), 405-428.
Jie, L., & Desheng, G. (2004). New directions in the moral education curriculum in Chinese primary schools. Journal of Moral Education, 33(4), 495-510.
Wanxue, Q., & Hanwei, T. (2004). The social and cultural background of contemporary moral education in China. Journal of Moral Education, 33(4), 465-480.
Lee, W. O., & Ho, C. H. (2005). Ideopolitical shifts and changes in moral education policy in China. Journal of moral education, 34(4), 413-431.
Hu, G. (2010). The moral education curriculum and policy in Chinese junior high schools: Changes and challenges (Doctoral dissertation, University of Alabama Libraries).
You, Z., Rud, A. G., & Hu, Y. (2018). The philosophy of Chinese moral education. New York, NY: Palgrave Macmillan.
Cheng, H. (2019). A critical review of Chinese theoretical research on moral education since 2000. ECNU Review of Education, 2(4), 561-580.
Lei, Z. (2021). Chinese Moral Education--Past and Now. International Journal of Learning and Teaching, 7(3), 233-237.
Huo, Y., & Xie, J. (2021). Exploring the issue of a lack of cohesion in moral education: An empirical study in Chinese primary and secondary schools. Journal of Moral Education, 50(4), 512-528.
Hasanah, M. (2021). The Role of Parents in Children Memorizing the Qur'an in Middle School Based on the Amanatul Ummah Islamic Boarding School. Tafkir: Interdisciplinary Journal of Islamic Education,2(2), 139-156.
Parmar, D., Lin, L., Dsouza, N., Joerg, S., Leonard, A. E., Daily, S. B., & Babu, S. (2022). How immersion and self-avatars in VR affect learning programming and computational thinking in middle school education. IEEE Transactions on Visualization and Computer Graphics.
Lyu, Q., Chiang, F. K., & Davis, J. (2022). Primary and middle school teacher experiences of integrated STEM education in China: Challenges and opportunities. International Journal of Engineering Education,38(2), 491-504.
Huo, Y., Xie, J., Moller, F., & Kristjánsson, K. (2022). Character strengths and virtues in Chinese moral education: Evidence from ‘the Code ’ and from primary and secondary schools. The Journal of Positive Psychology, 17(4), 472-485.
