Nine principles of moral education: directionality, unity of knowing and doing, combination of respecting and trusting students with strict requirements, consistency and coherence of education, teaching students in accordance with their aptitude, learning from each other's strengths, combination of collective education with individual education, combination of persuasion education and positive education with discipline.

Moral education should be ideal and directional, and guide students to develop in the right direction. In the process of moral education, educators should not only pay attention to the systematic theoretical education of ideological and moral education for students, but also pay attention to organizing students to participate in practical exercises, so as to combine awareness-raising with behavior formation and make students' words and deeds consistent.

In the process of moral education, educators should teach students in accordance with their age characteristics, personality differences and the actual situation of ideological and moral development, teach students in accordance with their aptitude, guide students in a targeted manner, and enhance the pertinence and effectiveness of moral education. The combination of collective education and individual education means that in the process of moral education, teachers should not only educate individual students through collective strength, but also influence the collective through the education of individual students, so as to realize the dialectical unity of collective education and individual education.

Principles of moral education in China and the West

The principle of moral education is formed in people's long-term educational practice. In the history of Chinese and foreign education, many educators, on behalf of some classes in different historical periods, summed up their experiences in this field and put forward various moral principles.

In the west, the ancient Greek philosopher democritus attached great importance to morality and moral education. In view of the sophists' inconsistent words and deeds and advocating empty talk at that time, he put forward the principle that we should enthusiastically commit ourselves to acting according to morality and advocate the principle of consistency between words and deeds. Socrates, an ancient Greek philosopher, believed that knowledge is virtue, but he opposed to imparting ready-made moral knowledge to students, and advocated that students should be inspired to draw conclusions from questions and answers through questions and debates between teachers and students as the principle of virtue cultivation.