Educational Research Journal


1991.第6卷(Vol. 6).pp. 98–106


周漢光(Hon-Kwong CHOW)






The process of moral education is, in fact, an interaction among knowledge, emotion, will power and behavior. A teacher should help his or her students to understand the importance of morality in a society of which they are members, to emotionally acquire righteousness in terms of distinguishing right from wrong and fighting the wrong as against an enemy, and to stand firm on the course of achieving good moral behavior.

Teachers of Chinese and other subjects have the responsibility for moral education. The subject contents of a Chinese textbook should include areas of knowledge, emotion and will power. Since Confusianism and the philosophies of other Great Masters have a substantial portion of their contents in moral education, if a teacher can make good use of these contents, students will benefit a great deal from him or her. The famous Six Books in Chinese literature also have major parts in Chinese philosophies and culture. The characters in Chinese writing, which were invented by our forefathers, also have profound meanings in morality and familial quality. Undoubtedly, moral education is embedded in many publications in Chinese literature, revealing the authors' superb morality which guides students to raise and consolidate their acquired levels of knowledge, emotion and will power. In addition, it is easy to handpick relevant contents from the teaching of Chinese composition and reading comprehension and the extracurricular activities using Chinese subject matter in order to teach students moral education.

Moral education in Chinese lessons is taught by inculcation and begins with the basics of humanity. If teaching is built on these basics, it would be an effective and efficient way to teach students citizenry, politeness, discipline, laws and orders.