In the past, the United States, which paid insufficient attention to school moral education and moral education management, has frequently intervened in school moral education in recent years. From 1960 to 1980, American education investment increased by 60%, but the education level declined. President Reagan said in his State of the Union address that the reason why they have education problems is not because they don't spend enough money, but because they don't spend it properly. Americans have deeply realized that knowledge and morality are closely related, and schools have the responsibility to educate students' morality as seriously as teaching them literacy and arithmetic. 1989 The American Curriculum Development and Management Committee made a report on the basis of in-depth investigation, and strongly urged to strengthen the management of moral education in schools. It holds that moral education should be closely integrated with the whole school curriculum and integrated into the whole curriculum (including the normal education curriculum) system. In order to train excellent moral education teachers, a unified federal, state and local management system should be established. Under the government's attention, although American primary and secondary schools have a relatively sound moral education management system, they have established an interactive network system among schools, families and communities, and chosen a variety of unique moral education ways and methods. At the same time, the United States continues to encourage moral education research. After twenty or thirty years' efforts, they gradually formed the theory and practice of moral cognitive development theory, social learning theory, values clarification and moral education curriculum school. These studies have effectively promoted the development of school moral education and played an extremely important role in the modernization and modernization of moral education.