Research and Practice of Moral Education in Higher Mathematics Teaching in the New Era

This paper first analyses the reasons for the low effectiveness of moral education in the current higher mathematics teaching,and then puts forward the contents,methods,and approaches of integrating moral education into higher mathematics teaching in the new era on this basis,and finally finds out the points for attention in the integration of moral education in higher mathematics teaching in the new era.Theoretically,the moral education content is innovated.We should set up the moral education idea of students as the foundation and moral education as the first,establish the attainable goals of moral education in different stages and levels,excavate the moral education resources contained in the current real life and social hot spots,and pay attention to the inheritance and enlightenment of Chinese excellent traditional culture,especially the mathematical culture and history in moral education.In practice,the moral education methods are improved and the moral education approaches are broadened.Moral education methods should be close to reality and life,should adapt to students’personality and hobbies,and should be diversified.Moral education can be carried out by improving the working mechanism of moral education management,publicity,and so on,strengthening the construction of moral education team and creating an atmosphere of full staff education.

Rethinking“Basic Issues”in Moral Education

Purpose:This article presents an alternative interpretation of“basic principles”in moral education by reconsidering Dewey’s moral education theory,which has had profound influence on Chinese educational theory and practice.Design/Approach/Methods:Through a close analysis of Moral Principles in Education(1909),this study identifies four ideological and logical limitations in Dewey’s moral education theory.Findings:Analysis revealed four limitations in Dewey’s moral education theory.First,although“moral ideas”originate from real life,they are insufficient for developing a fully moral life.Second,the“moral trinity”is an ideal that cannot be fulfilled when exposed to reality.Third,the interpretation of“ideas about morality”needs to extend beyond examinations of their effects on behavior,particularly insofar as these ideas play a complex role in the overall development of individuals.Fourth,simply teaching ideas about morality constitutes the worst practice of“direct moral instruction.”In this respect,best practice involves cultivating moral ideas while facilitating the transformation of ideas about morality into moral ideas or vice versa.Originality/Value:The distinction between“moral ideas”and“ideas about morality”has long been considered the basic problem of moral education.This study presents another approach to the“basic problem”of moral education that complements and reinforces these concepts.