Comparative Study on the Ideological and Moral Education of Young Students

Author: Huang Changchun
Publisher:
Publish Date: 2006-07-01
Features: This research began in 1980 and has been carried out for a full 25 years. It includes the preparation and experimental period of the "Comprehensive Moral Education Program" (1980-1985), followed by the data analysis and processing period (1986-1990). During this stage, in order to scientifically quantify the effectiveness of moral education, a specialized course on "Mathematical Statistics" was selected from the Department of Mathematics at Hebei Normal University by Zhao Weiwu Professor from 1985 to 1987. The research paper "Quantitative Research on Daily Moral Education" was also published in the Hebei provincial journal "Research on Ideological and Political Education." Subsequently, "Experimental Demonstration of Management Education Factors and University Student Development" was presented as a key speech at the 3rd Annual Conference of the Hebei Provincial Association for Ideological and Political Education in Higher Education, receiving widespread attention. The third stage of this research is the comparative study period (1991 to the present). During this phase, the focus was on researching American moral education theories, schools of thought, and practices, with particular emphasis on repeatedly analyzing and comparing several moral education experimental cases. The research "Comparative Study of Chinese and American Moral Education Practices" won the First Prize of Baoding City Social Sciences Award in Hebei Province. Since 2000, under the guidance and assistance of my supervisor, Professor B. Tuyaa of Mongolian National University, a cross-national questionnaire survey targeting young university students from both China and Mongolia was designed and implemented. Through comparative research on large amounts of data and analysis of the commonalities and characteristics of Chinese and Mongolian university students' moral qualities, the main factors influencing the moral development of young university students in the social transition period of reform and opening-up were identified. Additionally, the content, approaches, and methods for conducting dominant value education for young university students were proposed.