The stimulation of moral needs should be carried out in moral education activities. In moral education activities, educators and educatees should often carry out moral dialogue activities and debate and discuss moral issues, which is an effective way to cultivate students' moral needs. In this way, students can know moral knowledge again and again, and they can devote themselves to this ideological struggle without looking at opposing views from the perspective of onlookers. The struggle attracted his reason and feelings, which made him unable to remain indifferent. Virtue itself comes from the norms of social life, and students can only know the true meaning of morality by beating repeatedly in social life. Therefore, moral education guides people to actively construct a complete personal life experience, pursue the integrity of life, and realize the perfection of virtue in the process of constructing a complete life, thus achieving the purpose of moral education.

We can also stimulate students' moral needs by improving their internal drive and motivation. Internal driving force is an internal driving force aimed at restoring stability due to some deficiency or imbalance within people. To be effective, moral education should also rely on this internal drive. Educators can stimulate students' inner moral drive through the narration of moral facts and the creation of moral situations. This kind of moral education is not external indoctrination, but the behavior of students' conscious moral cultivation. Incentive refers to the stimulus that can meet individual needs. Any stimulus that enables individuals to meet their needs through tendency or acquisition is a positive incentive, while any stimulus that enables individuals to meet their needs through escape or avoidance is a negative incentive. Many times, our moral education does not consider this factor. Simply emphasizing the mastery of basic theoretical knowledge, attaching importance to the establishment of lofty ideals, ignoring students' individual interests and needs, makes students lack a sense of identity and urgency for moral education, and makes moral education a negative incentive to a certain extent. The direct way to stimulate students' moral motivation is to state moral facts in life, objectively introduce moral events to students, and have a dialogue between teachers and students, so that students can make moral judgments and value judgments that students identify with themselves. Of course, teachers should play a guiding role, but don't do everything instead of drawing conclusions.

Stimulate students' moral needs and highlight students' dominant position. Without their own subjectivity, the educated will not understand, choose and pursue moral norms with a positive and conscious attitude, nor will they examine, analyze and evaluate moral phenomena with a high sense of responsibility, but will only passively accept and passively obey. As a result, no matter how ethical his behavior is, he is at best a passive submissive at the level of heteronomy. His obedience is a sign of his listlessness and emotional slumber. If moral education wants to cultivate real "moral people", it must liberate students from this state.