Fundamentally speaking, no one will doubt the necessity of moral education, especially parents always want their children to stay away from vulgarity and rudeness and become virtuous people. As far as social development is concerned, today's society is also a society that relies on moral development. The promotion of morality and virtue has become an important issue of our time, which is as important as democratic construction, economic development and ecological protection, and affects the survival and future development of mankind. Modern society needs modern moral education, and realizing social modernization strongly calls for the generation of modernity of moral education. In a sense, it is the modernity of moral education that restricts the effectiveness of moral education. At present, the effectiveness of moral education is not high, which is rooted in its lack of modernity. This paper focuses on the modernity and basic problems of moral education in this special stage of children's development, and tries to demonstrate the connotation and important foundation of the modernity of children's moral education from the logical premise of the modernity of moral education-the necessity of moral education for children, that is, the philosophy of moral education and the psychology of moral education.

First, the modern connotation of children's moral education

Before we know this problem, we must emphasize the necessity of moral education for children, not only because the latter is the logical premise of the former, but also because there is no scientific understanding of this necessity or that moral education for children is unnecessary, so there will be no proper orientation in thought and no modernity in practice. Early childhood education is an important part of basic education and the foundation stage of lifelong education, so early childhood moral education is an inseparable part of human honesty and moral education. Childhood is a very special period, which can be proved by psychological discussion. This is also a very important period of moral education. In early childhood, the mind is pure, and various concepts have not yet formed. Whether it is influenced by good education and environment or bad education and environment, it will leave a deep imprint on the mind. The so-called "less becomes nature, and habit becomes nature". Because of this, from quintilian and lutar Coase in ancient Rome to Comenius, a great educator in modern times, many people with lofty ideals, especially educators, attach great importance to moral education in early childhood. China, China, Yan Zhitui in ancient times and Lu Xun in modern times were all advocates of early moral education, and their related thoughts have long been the most precious wealth in the history of moral education. Of course, due to the limitations of the times, these thoughts will inevitably bear the imprint consistent with their respective times and social structures. However, criticizing and inheriting history is one of the important tasks of the reconstruction of modern moral education, and it is also the inevitable requirement of the development of modernity of moral education. The influence of traditional moral education on modern moral education is various, especially its ideological content and methods, which have far-reaching influence and still remain in the minds of some educators. For example, the moral education thoughts and methods with the core feature of "Do what you do, stop what you do" (Yan Family Instructions, Teach Your Son), such as emphasizing command over reason, authority over personality, control over choice, discipline over virtue, obedience over experience, etc., still exist in a large number of families and preschool education. The content of moral education is teaching (custom education) rather than morality. It should be said that these are not in line with the development direction of moral education modernization. Modern society is marching towards modernization on the basis of industrial civilization and under the strong promotion of modern science and technology, and social modernization inevitably requires human modernization. Moral education is playing an increasingly important role in helping people complete modernization and further promoting social modernization. However, moral education itself should complete the transformation from tradition to modernity as soon as possible to meet the modern needs of social development and human development. In this process, children's moral education, like other moral education at all levels, is the primary task at present, and in a certain sense, it has more basic application.

Modernity is relative to tradition. From the aspect of existence or performance, it is reflected in the nature, goal, function, value, content, process, methods, means and ways of moral education. From the perspective of existentialism, the modernity of moral education is the expression of the comprehensive characteristics of modern moral education (relative to traditional moral education), which is scientific, democratic, lifelong, comprehensive and subjective. "Modern moral education is centered on promoting the modernization of human virtue, or it is based on promoting the development of the subject's modern virtue. Subjectivity and development are the essence of modern moral education [1] The modernity of children's moral education is to insist on taking children as the main body of moral education, and promote the healthy development of children's morality under the guidance of the concept of developmental moral education through the inspiration and guidance of early childhood educators and the interaction with their cognition, experience and practice. The modernity of moral education requires that children's moral education must go out of the one-sided moral education mode of knowing, feeling or doing in the past and move towards the moral education mode of coordinated development of knowing and doing. Under the appeal of modernity, preschool educators should not only make their work closer to the psychological characteristics of preschool children, but also seriously reflect on the development and functional value of preschool moral education under the background of social modernization. Therefore, preschool educators should theoretically enrich the modern foundation of preschool moral education, namely, moral education philosophy and moral education psychology.

Second, the philosophical basis of the modernity of preschool moral education

It has been thousands of years to observe moral education from the perspective of philosophy, and morality is always the first choice for philosophy when carefully considering ethical values. Moral philosophy is a reflection of the spirit of the times and a beacon to lead the moral development of an era. Lawrence kohlberg, a famous American educator of moral education, once said: "Moral philosophy and moral psychology are two basic fields to discuss moral education. Moral psychology is to discuss what moral development is and moral philosophy is to discuss what moral development should be. Before we find a reasonable basis for moral education, we must combine psychological' yes' with philosophical' should'. " [2] Unfortunately, until today, the marriage between the two has not been well realized in the field of moral practice. Moreover, from the perspective of moral philosophy and moral psychology, educators' views and behaviors are not clear. This phenomenon is very obvious in basic education, including school moral education in preschool education. The direct manifestation is that artificial traces of moral education can be seen everywhere. "If it is a pity that moral philosophers seldom talk directly about moral education, then educators can't or seldom consciously use the achievements of moral philosophy, which can be called the misfortune of education." [3] This is the actual situation. Educators still lack profound reflection on the value of moral education, serious thinking and solution on how to carry out moral education at present and what kind of moral education to carry out, and lack the consciousness of actively seeking the results of moral education. Over the past 100 years, moral education has achieved fruitful results in the process of modernization, which undoubtedly plays a very important role in updating educators' educational concepts and promoting the modernization of moral education. This is just as the famous educational philosopher George ·G·F· Naylor said: "Philosophy liberates the teacher's imagination and also guides his rationality. Teachers trace back to the philosophical roots of various educational problems and look at them from a broader perspective. Through careful thinking of philosophy, teachers are committed to systematically solving various major problems that people have clearly understood and refined. Education that does not apply philosophy to carefully consider problems must be superficial. A superficial educator may be a good educator or a bad educator-but the good is limited and the bad is getting worse. " [4] Therefore, early childhood educators, like all educators, should first be a moral philosopher, and should give careful consideration to the moral development of young children, and meet the requirements of the times, so that people's virtue can be deeply cultivated in their early life.