On the process and law of moral education The law of moral education process is a theoretical problem of moral education principle. If educators understand and master this law, they can scientifically organize the process of moral education and effectively cultivate the ideological and moral quality of college students. Therefore, we should use Marxist standpoint, viewpoint and method to explore the basic theoretical and practical problems in the process of moral education and give full play to the special role of moral education in building socialist material civilization and spiritual civilization. It has important practical significance. Moral education is a science that studies the general laws in the process of moral education. As an important part of education, moral education has always been valued by people. The generation and development of moral education thoughts and theories are synchronous with the whole educational thoughts and theories, and have a long historical tradition, but as an independent science, it came into being later than modern pedagogy. Modern moral education theory is the logical development result of traditional moral education thought theory. Both traditional moral education theory and modern moral education have always attached importance to studying the psychological phenomena of moral education objects and absorbed the relevant research results of psychology. A correct understanding of the process of the occurrence and development of things is the only way to realize the scientization of a certain subject. We should make moral education scientific. To explore the law of moral education, we must first understand the process of moral education. Simply put, the process of moral education is the process that educators implement moral education and complete moral education tasks. Therefore, there must be three basic factors to form the process of moral education: first, activists-educators and educatees. Second, the requirement of moral education in a certain society is another basic factor that constitutes the process of moral education. Thirdly, the law of the formation and development of students' ideological morality is the third basic factor in the process of moral education. The process of moral education is a unified process in which these three basic factors are interrelated and mutually restricted. To be exact, the process of moral education is that educators consciously exert political, ideological and moral influence on the educated in a certain society according to the requirements of moral education. The process of promoting the educated to form a certain ideological and moral character. The process of moral education is consistent with the formation and perfection of people's moral quality. A person has certain moral qualities. In a precise sense, it should be that he has certain moral understanding, emotion, will, belief and habits at the same time. If he doesn't have or doesn't fully have these five factors, he can't be considered to have or fully have a certain moral quality. Therefore, the category of moral quality is a collection of five factors: moral cognition, moral emotion, moral will, moral belief and moral habit. Carrying out purposeful, organized and planned socialist and communist moral education for college students must be a complex process that enables students to gradually establish moral cognition, moral emotion, moral will, moral belief and form moral habits on the basis of life practice. As far as China is concerned, because ancient moral education has always been at the core of education, moral education thoughts are extremely rich, forming a long scroll of interaction between various moral education thoughts, mainly Confucianism. Ancient thinkers in China had long been unconsciously involved in psychological problems when studying moral education. For example, China's ancient Confucian classic "University" put forward: "If you want to cultivate yourself, you should first correct your heart; If you want to be correct, you must be sincere first. " This passage shows that the ancients have realized that self-cultivation is not external but internal; Put forward the cultivation method of "integrity" and "sincerity", which is to adjust one's psychological state in modern scientific terms. For example, the human nature problem that runs through China's ancient moral education thought is actually a psychological problem. In order to cultivate people and teach them how to be human, moral education must solve the theoretical problem of what is human. Therefore, as early as the pre-Qin period, thinkers thought about the origin of human nature and the good and evil of human nature. Furthermore, it analyzes the composition of human nature, in order to deepen the ideological and theoretical work of moral education and serve the modernization. As far as China is concerned, ancient moral education has always been at the core of education, so moral education thoughts are extremely rich, which constitutes a long scroll of interaction between various moral education thoughts, mainly Confucianism. Ancient thinkers in China had unconsciously set foot in psychological problems long ago when they were studying moral education. For example, in the classic "University" of ancient Confucianism in China, when discussing how to carry out such a moral education problem, if we want to be correct, we must first be sincere. "This passage shows that the ancients have realized that self-cultivation is not external self-cultivation but internal self-cultivation; Put forward the cultivation method of "integrity" and "sincerity", which is to adjust one's psychological state in modern scientific terms. For example, the human nature problem that runs through China's ancient moral education thought is actually a psychological problem. In order to cultivate people and teach them how to be human, moral education must solve the theoretical problem of what is human. Therefore, as early as the pre-Qin period, thinkers thought about the origin of human nature and the good and evil of human nature. Then it analyzes the composition of human nature, which is a theoretical work to deepen the moral education thought, and also opens the way for the practice of modern moral education thought. Significance of moral education: (1) Moral education is an important condition and guarantee for socialist modernization; (2) Moral education is the condition and guarantee for the healthy growth of teenagers; (3) Moral education is the condition and guarantee to achieve educational goals. In class society, the ruling class always needs moral education to shape the ideological quality of its social members in order to safeguard and consolidate the interests of the class. This is the most important thing that affects people's thinking. Therefore, in the history, the education of every era and every country put moral education first. In ancient education in China, etiquette (moral education) was the first of the "six arts". Big education: home. "Cher" pointed out: "Disciples are filial when they enter, and they are ladders when they leave. They are sincere and trustworthy, and treat people kindly. If they have spare capacity, they should study literature. " It can be seen that the implementation of moral cultivation such as "filial piety" and "crying" should precede "learning literature" Capitalist education is no exception. Locke, a British educator, once emphasized "virtue comes first" when cultivating the character of gentry. Is the most indispensable. "Moral education in class society has a distinct class nature. In order to complete its historical task, the proletariat overthrew the exploiting class, wiped out the exploiting class, eliminated its influence, built socialism, and finally realized a communist society with distribution according to each according to his ability. We must pay more attention to moral education. During the period of new-democratic revolution and socialist construction, China has always attached importance to moral education. Mao Zedong put "firm and correct political orientation" in the first place in its anti-university education policy. After the founding of the People's Republic of China, he repeatedly stressed the need to strengthen moral education, pointing out: "Without correct political views, there is no soul." Deng Xiaoping pointed out in his speech at the 1978 National Conference on Education: "There is no doubt that schools should always be firm and correct.