The Connotation, Development and Implementation of School-based Moral Education Curriculum from the Perspective of “Life-Practice”Education

The “life-practice”education is a new mode of talent cultivation in the new era, and a new horizon for exploring the reform of education methods. Professor Zhou Hongyu and his team of Central China Normal University put forward the “life-practice”education theory, highlighting the centering of life and advocating students' all-round development in embodied life practice. This education theory tries to analyze the connotation of school-based moral education from the perspective of “life-practice”education; analyze the principles of school-based moral education curriculum development, construct a school-based moral education curriculum with the purpose of “based on three positions, carry forward the four spirits, and strive to be five good students”, and design the theme activities of school-based moral education curriculum development. Through the creation of “life-practice” education venues, students will promote the two-way objectification of “life-practice”education and school-based moral education curriculum content in the diversified life practice experience of students, and jointly promote students' healthy and spiritual development and literacy improvement in the mutual transformation.