The subject of moral behavior is human, and all human activities constitute human value, but this value is a very broad concept. Only from the perspective of moral value, it includes both the negative moral value brought by people's "anomie" behavior and the positive moral value brought by people's "should be" behavior. Because values often determine how people know and evaluate things and choose behaviors, values are an important basis for value evaluation and behavior choice, affecting and dominating people's practical activities and affecting people's choices and behaviors. Therefore, when establishing the moral value of life, the subject should first know what kind of behavior can bring moral positive value, that is, moral value that should be encouraged and helped to realize. Because value often plays a tendentious role in people's choices and behaviors, value evaluation has its special value scale and objective standards. This measure and standard is that everything that is conducive to the progress and development of human society is valuable, and the greater the promotion, the greater the value. On the contrary, there is no value. It can be seen that the code of conduct of college students' moral value "should" is based on whether the result of college students' behavior is beneficial or harmful to society, whether it promotes or hinders social progress, whether it meets the needs of others and society, or whether it harms the interests of others and society. The former's moral behavior should be the behavior of obtaining positive moral value.
Therefore, the moral value of college students refers to the moral principles and norms that can reflect the inevitability of social development and meet the needs of others and society to a certain extent. Undoubtedly, the moral value choice of college students should be established according to this principle.
However, the process of college students' moral value choice is very complicated. It is restricted by many factors, among which moral cognition is the basis of college students' moral behavior choice and the basic component of moral quality. Cognitive factors refer to the perception, understanding, belief and evaluation of attitudes and objects. In the psychology of moral education, it refers to people's moral concepts, that is, the understanding of the relationship between individuals and society, the understanding of social moral phenomena, moral behavior norms and their significance, and the evaluation of right and wrong, good and evil. In the process of college students' ideological and moral formation, moral cognitive factors are the primary premise. Only with clear cognition can we make correct behavior choices and form good and correct ideology and morality.
Therefore, the choice of moral value needs to be based on correct self-rational judgment and can stand the long-term test and judgment of social, historical and scientific rationality before it can be determined. Because it is the product of human practical activities and the profound cognition and rational sublimation of life experience, it will develop freely and consciously with the continuous progress of society, the maturity of self-cognition and the continuous sublimation of rationality. In fact, quite a few college students are only children. Due to the limitation of youth and cognitive ability, shallow social experience, lack of basic rationality and conscious spirit, and simplification of thinking mode, it is difficult to truly and correctly determine their moral values. Their moral values are often unconscious, multi-directional, uncertain, and even have obvious randomness, blindness and spontaneity. Their moral behavior also shows obvious duality, and some students have obvious contrast between their value judgment and behavior choice. Man's thought is the unity of environmental assimilation and individual internal choice. In the final analysis, the formation and change of people's thoughts are restricted by the environment, in which the social environment plays a leading role. As Marx and Engels said: "People's thoughts, viewpoints and concepts, in a word, people's consciousness, change with the changes of people's living conditions, social relations and social existence. Does this require deep thinking to understand? " Therefore, the current conflict and confusion of college students' moral behavior choice is largely caused by the specific period and special environment in the primary stage of socialism, which has certain objective reality and historical inevitability.
Therefore, we can draw a conclusion that the moral value choice of college students can never be spontaneously produced and realized, but must be inspired by life from outside the main body (mainly moral education), so that it can gradually move from multi-directional and uncertain choices to concrete and definite choices, and this work is one of the important tasks of moral education.
Social practice reveals to us that people are active in their choice of moral values. Similarly, the social environment shows different moral value choices, which is also the performance of people's initiative and creativity in pursuing moral values at different levels. From cognition to choice to realization, moral values must rely on the actor to smoothly realize the transformation from motivation to behavior result. Only by consciously completing this transformation can the value goal of his moral behavior be realized. Therefore, if college students' moral value choice needs moral education to improve their moral cognition, the ultimate realization of this value goal must rely on their own subjective efforts, and only their own behavior results can clearly show whether their moral value choice is correct or not. However, the complexity of modern social life and the pressure of competition are increasing, especially the contradiction between the coexistence of various economic forms and a single moral code is intensifying; Reasonable moral motives sometimes bring negative effects, while bad motives often produce reasonable social effects. Faced with these, contemporary college students urgently need the guidance of moral judgment, so as to establish personal moral values. Because college students don't want to be regarded as "virtue pockets" and rigidly store all kinds of moral words and concepts, they want to gradually establish their own value system in the process of choosing and developing morality. The establishment of personal values and life ideals is an important result of moral development. Therefore, the ultimate realization of college students' moral value must arouse their enthusiasm, inspire their moral cognition, improve their ability to judge and evaluate right and wrong, urge them to consciously complete the transformation from motivation to behavior, and unify their moral cognition and moral behavior choice.
The enlightenment of the above analysis is that cultivating college students' noble morality can not be completed by a simple call, several touching reports or impromptu social welfare activities, but requires long-term education and meticulous and in-depth work. Because people's moral beliefs and qualities are formed under various complex influences. Therefore, moral education should not only comprehensively consider the influence and infiltration of various factors, but also follow the development laws and principles of morality itself.
The ladder principle of moral education. The development of personal morality is in stages. Lawrence Kofberg, a famous educator and psychologist, believes that the development of individual morality is from passively accepting and obeying external moral norms, to gradually adapting to external norms with his own behavior, and judging whether this behavior is beneficial to himself, and then developing into disputes and conflicts with external norms. Finally, most people take the universal moral principles of society as the criterion of lifelong behavior. This "ladder theory of moral development" provides us with the operational thinking of moral education, that is, moral education must proceed from the physical and mental characteristics and the law of development and growth of college students, put forward specific requirements according to their cognitive ability and development level, adapt to the characteristics of different stages, and formulate corresponding training objectives in order to persuade and promote their moral development.
2. The principle of unity of moral education and interest induction. As a value orientation, moral education should be unified with interest orientation. Starting from the reality of socialist market economy, we can't avoid the rationality that people pay attention to their own legitimate interests. However, in the process of developing the socialist market economy, there are indeed exclusions and conflicts between interests and morality, but they are consistent, because interests are the basis of morality, and morality can and should serve the correctly understood interests. Therefore, moral education should face up to the fact that college students are concerned about self-interest, base on the differences of individual moral cognition, and take individual's actual interests as the starting point, and establish a social operation mechanism that integrates value orientation and interest orientation, so as to urge college students to correctly understand and realize "self-interest" and its self-meaning, make the subject transition from self-interest to altruism, from conformity to law-abiding, and further enhance the subject, making it a free and conscious behavior of knowing and doing.
The principle of combining school education with social practice. The content of school moral education should reflect social life, as Dewey said, "Without social life, schools have no moral goals and objectives", and school life is the condensation of social life. Therefore, school education can't close and exclude the influence of society, or just stay in the transmission of simple moral discourse and establish empty and unrealistic moral ideals and beliefs. The purpose of school moral education reflecting social life is to adapt to the moral requirements of society. Of course, this is by no means to abandon school education and cater to secular ideas unilaterally, but to require the content of school moral education to reflect the content of social morality as comprehensively as possible, unify the purposes of the two, guide students to correctly evaluate and choose various thoughts and behaviors, and pursue healthy personality and lofty ideals, because moral education is not only a means to improve personal morality, but also an education about people's "lifestyle" in a broad sense.
The research of cognitive psychology school enlightens us that school education can improve the composition of students' ideological and moral character and promote the improvement of students' moral level, but mechanical training and one-sided indoctrination are often difficult to work. In order to effectively improve students' moral evaluation and behavior choice ability, we should create various interactive moral environment situational conditions, so that moral education subjects can really take the initiative to participate in the moral education process and exercise and practice in the real social environment. For college students who are facing social roles and social responsibilities, it can cultivate their ability to coordinate and solve unpredictable moral contradictions and conflicts, and will not be overwhelmed by changes in environment and status.
4. The leading principle of moral education. School moral education can not only be satisfied with the intuitive reflection of common social moral behaviors, but also guide students to establish and improve their own moral realm from the reality of the inevitability of social development. In fact, the individual moral values of students are diverse and not uniform, while the moral goal of society is single. Since it is impossible for most individuals to achieve moral sublimation spontaneously, it is necessary to have an ideological and moral consciousness that reflects individual moral values but is higher than these values to guide and condense and guide individual morality to gradually develop towards the overall goal of socialist morality. Therefore, it is necessary to improve the demand level of college students, make them in tune with educational guidance, and realize the sublimation of moral consciousness and behavioral identity in the process of assimilation and adaptation. It can be seen that the content of advanced education is realistic, which not only pays attention to the effectiveness of education, but also is not an abstract formalism education divorced from reality. Correct guidance can help college students avoid decision-making difficulties caused by various possible moral choices. On the premise of facing up to the existence of personal interests, advocating positive dedication and collectivism is a good content to lead ahead.