What is the main current situation of moral education curriculum in China?

The current moral education curriculum in China is also called ideological and moral curriculum. The main goal of this course is to strengthen the ideological and moral education of teenagers, help students improve their moral quality, form healthy psychological quality, establish legal awareness, enhance their sense of social responsibility and social practice ability, and lay the foundation for students to form a correct world outlook, outlook on life and values. At present, the construction of moral education curriculum in China has a complete system from content, standard, implementation and evaluation.

Judging from the nature of the course, moral education in China, as a comprehensive compulsory course, embodies a distinct ideological content, namely, under the guidance of Marxism-Leninism, Mao Zedong Thought, Deng Xiaoping Theory and Theory of Three Represents, it is closely linked with social life and students' ideological reality, helping students gradually form good psychological and moral qualities and strengthening ideological education of patriotism and collectivism.

From the perspective of curriculum objectives, the moral education curriculum in China is more specific and detailed than before. Curriculum objectives are divided into general objectives and classified objectives. The classification goal includes three parts: emotion, attitude, values, ability and knowledge. Each part explains in detail the indicators that students want to achieve.

The content of the current ideological and moral course in China is basically based on the growing me, my relationship with others, my relationship with the country and society, and involves the main aspects of teenagers' moral emotion, moral cognition and moral behavior.

In addition, China's ideological and moral curriculum has begun to pay attention to the effectiveness of moral education in teaching organization and implementation. On the premise of adhering to the correct ideological orientation, it emphasizes that the course content should be linked with real life, guide students to study independently, and pay more attention to students' real emotional experience and moral practice. In the selection and presentation of teaching materials, it advocates liveliness, richness and diversity, and presents standard content in the form of theme modules.

All of the above reflects the achievements made in the construction of moral education courses in China since the reform and opening up, and also shows to some extent that the ideological and moral courses in China are becoming more and more mature and perfect in the changes of the times. However, compared with developed countries, China's moral education needs to be improved in some aspects.