In order to make school education and family moral education interact positively, we must seek a realistic combination point that can make the two sides communicate and complement each other, and find an effective practical operation mode. Because school moral education has its own characteristics and requirements, so does family moral education. Only on the basis of respecting the personality characteristics of both sides can we achieve good integration and interaction. It is unreasonable and unscientific to try to replace family moral education with school moral education, or to demand and operate school moral education in the mode of family moral education.
First, the standardization of school education and the divergent characteristics of family education complement each other. Compared with family education, school education has obvious normative characteristics. First, school education plays a social function of transmitting human spiritual wealth and social culture and popularizing and improving people's scientific and cultural knowledge. Therefore, school education must reflect the historical stipulation of promoting the progress of human civilization and the prosperity and development of society; Second, school education should reflect the educational ideas formed at a certain level of social development, and achieve the training goals expected by a certain society according to the political, economic and moral regulations of a certain society and the requirements of talent specifications needed by a certain society; Thirdly, judging from the current operating mode and specific educational process of schools in China, the main design basis of educational activities is basically to use the concept of "normal distribution" to regulate their own educational behavior, so as to ensure that they can face the majority with similar development levels. & ltBR & gt Compared with the standardization of school education, family education embodies a divergent requirement. If school education should reflect the historical stipulation of promoting the progress of human civilization and social prosperity, then family education should pay more attention to its own family interests and family interests. Even if the modern family structure has changed, family interests seem to be less important. Contemporary families often associate their children's academic development with their parents' own "face" and their children's future interests. Every family has its own utilitarian goal orientation, which forms the divergent characteristics of family education. & ltBR & gt If school education plays its social function of promoting students' socialization, it should reflect the social stipulation of society in politics, economy and morality, then family education should more reflect the wishes and requirements of each family and parents themselves. Every family and every parent has their own cultural background. Every unique social background will produce a unique type of expectation. Some parents expect their children to grow academically and have profound knowledge; Some parents expect their children to be able to go into politics, do business, and get promoted and make a fortune; Some parents expect their children to be content with plain and contented; ..... The different expectations of families and parents reflect numerous individual needs, forming the divergent characteristics of family education. & ltBR & gt If we say that school education is based on most students with similar development levels in the specific educational process, then every family and every parent, in their own educational process, is devoting themselves to their children and paying attention to their "this one". Therefore, comparing the education in the family environment with the education in the school environment, we will find that the education in the family environment may reflect the individualized requirements of education more faithfully and comprehensively; On the issue of educational design, family education has more obvious and prominent individual differences than the overall standardization of school education. & ltBR & gt From the above analysis, we can see that school moral education and family moral education have different characteristics. The so-called integration is to promote mutual communication and coordination and produce complementary interaction on the basis of respecting their respective characteristics. In the utilitarian value orientation, schools focus on the overall interests of society and families focus on the individual interests of families, which are not contradictory, but can be integrated and complementary. In this process of integration and complementarity, it also embodies the basic principle of giving consideration to social interests, collective interests and individual interests advocated by today's society in educational design. The "normal distribution" of schools facing most students is not contradictory to the individualized requirements of families concerned about children. Complementing the "normal distribution" requirement of the school with family personalized design truly embodies the quality education requirement of "facing all students". The standardization of school moral education embodies the essential characteristics of the social function of school education; The differences in family moral education also reflect the rich and varied characteristics of social life. Both of them reflect the objective reality, and their relationship is not contradictory, but complementary and interactive.
Second, the rational characteristics of school education and the irrational characteristics of family moral education complement each other. The rational characteristics of school moral education and the irrational characteristics of family moral education are shown in the following aspects: 1. There are obvious differences in social role characteristics between the main teachers and parents engaged in moral education activities. School teachers are professional workers engaged in educational activities; Parents in the family are mainly responsible for raising children. If the role of parents as "nurturing" is further divided into "teaching" and "nurturing", we will find that due to the lack of professional advantages of school teachers, the role of parents as "teaching" is obviously inferior, especially after entering the stage of industrial social development. The mode of social production and people's working methods have also undergone great changes. Social division has further developed school education, a special production department, objectively weakened the educational function of families and further weakened parents' educational awareness. Parents often play a more and more conscious role of "nurturing", which is more related to their own parenting function.
There are obvious differences between teachers and students, parents and children. In school, the relationship between teachers and students is maintained by the contractual relationship endowed by the social division of labor. This relationship is established in two social activities: teachers' teaching and students' learning. Once this social activity is interrupted, the social relationship established between them will be broken objectively. In the Ming Dynasty, in order to ensure the normal teaching activities, the behaviors of both teachers and students were constrained by contractual norms, and both teachers and students must ensure that their behaviors were constrained by this contractual relationship with a rational attitude. The relationship between teachers and students in schools is purely a relationship with social attributes. In the family, the relationship between parents and children is a blood relationship with both social and natural attributes. Compared with the contractual relationship between teachers and students in schools, this kinship is eternal, and neither objective nor subjective factors can actually interrupt it. These relationship characteristics, to a certain extent, determine the educational value orientation, educational behavior characteristics and educational effect of teachers and parents. & lt3. Teachers and parents also have obvious differences in educational behavior characteristics. As mentioned above, the relationship between teachers and students depends on a kind of social contract, which has social attributes and requires teacher education to have the characteristics of professional rationality. However, there is a blood relationship between parents and children, which has both social and natural attributes. In the animal kingdom, it is not difficult to find that both high-level animals and low-level animals are driven by the natural attribute of racial continuity, and their care and upbringing for their offspring often show behaviors and phenomena with human educational significance. On the other hand, it is not difficult to observe that there are often some behaviors and phenomena that reflect natural nature and biological instinct in parents' educational behavior. We can compare the professional rational characteristics of teachers' educational behavior with the natural instinctive characteristics of parents' educational behavior through the following figure, and sum up the characteristics of behavior types, teachers' professional responsibilities, calm and rational tendencies, professional constraints, emotional control, parents' impulsive emotional tendencies, emotional drive and so on.
From the above analysis, we can see that school education has obvious rational characteristics, while family education has obvious irrational characteristics. To realize the integrated interaction between school moral education and family moral education, it is necessary to radiate the professional advantages of school education into family education, improve parents' educational rationality, improve parents' educational behavior, and minimize the negative impact of parents' instinctive impulses in the process of education; For school teachers, it is also necessary to use the emotional characteristics in family education to improve their educational behavior and realize the integration of reason and reason in the educational process. Emotion and reason are the basic elements of education; Both schools and families are important areas for implementing educational influence. Although teachers and parents are two different social roles, they both have their own educational functions and their own educational behaviors to enrich feelings and reason. As long as teachers and parents coordinate with each other, they can realize the integrated interaction between schools and families in different fields and have a comprehensive impact on students and children.