The discussion first involves the relationship between moral education and the current content of moral education in schools. China has been advocating moral education in a broad sense in schools for many years, believing that moral education includes moral education, political education, ideological education, and even psychological education and legal education. In view of this phenomenon, some scholars believe that moral education is moral education, that is, education about moral behavior and moral belief. Expanding the coverage of moral education in school education is easy to weaken the effect of moral education. Because the formation of personal morality, the establishment of world outlook and outlook on life, the improvement of political consciousness, the clarity of legal concept and the development of psychology belong to people at different levels, and their processes and mechanisms are very different. If they are all included in the moral education discipline, the education will be carried out by the same means, methods, ways and principles, which will inevitably weaken the educational effect. At the same time, using the concept of "grand moral education" in China's school education is not conducive to communication, dialogue and mutual benefit with other countries. It is suggested that the connotation of "moral education" be clearly defined. As far as the content of moral education in school education is concerned, moral education also has its basic position in political education, ideological education and legal education.

Li Choi Wha Cun, a researcher at Tianjin Academy of Social Sciences, believes that to further strengthen moral education for teenagers, we must have a high understanding of the status of moral education in school education. The serious phenomenon of attaching importance to intellectual education and neglecting moral education in school education lies in the fact that moral education, including moral education, is not really recognized in school education. Understanding in documents and speeches does not represent a real understanding of this issue. Education management departments at all levels should first really solve the problem of understanding, and then the teaching problems of schools and teachers. As long as we truly realize the position of moral education in school education, it will be much easier to solve the problem of strengthening moral education for teenagers in school education in operation.

While fully affirming the great achievements made by the school in moral education for teenagers, the seminar also made a concrete analysis of some existing problems. Liu Chun, a teacher from Tianjin No.42 Middle School, believes that at present, all schools attach importance to intellectual education and neglect moral education, and measure all aspects of all students simply by academic performance; The phenomenon of attaching importance to moral education indoctrination and ignoring moral education practice. In moral education, the neglect of internalization through students' own positive thinking process and emotional experience leads to students' passive acceptance, which makes it difficult to cultivate their self-discipline and even the phenomenon of dual moral personality, which should be highly valued. Besides. Another serious phenomenon is the disharmony among community, family education and school education.

Professor Fan Shusheng of Tianjin University of Commerce believes that vigorously developing moral education is the fundamental and key point for schools to strengthen moral education for teenagers. Although moral cultivation education is not the whole of current moral education, it is the foundation of moral education. The essence of moral education is to form good behavior habits, and the cultivation education based on moral behavior habits is the central link of adolescent moral education and runs through the whole process of moral education. The development of human moral structure is completed in the process of mastering and applying moral cognition, cultivating and repeating moral behavior; Students' good moral behavior habits are also the final result of testing the effectiveness of moral education process. Without cultivating education, moral education will be divorced from the reality of society and life and become an empty form.

Liu Yansheng, a professor at Tianjin University, believes that under the influence of exam-oriented education, the school's moral education methods are relatively simple and outdated. Only rational knowledge is emphasized, which is not closely combined with students' daily behavior; Accustomed to external indoctrination, ignoring students' emotional requirements and emotional functions. Accustomed to the requirements of moral education across the board, ignoring the diversity and differences of students' personalities. This kind of mechanical moral education, because it fails to respect and give consideration to the individual's spiritual and emotional needs, often leads to the phenomenon that students form double moral personality or even multiple moral personality. It is necessary to study and learn from the theories and experiences of moral education in China and the West, and to strengthen and improve some concepts and methods of moral education for teenagers at present. Humanistic care should be reflected in respecting people's spiritual and emotional needs; Pay attention to the cultivation of moral emotion and the experience education of the subject of behavior; Pay attention to the cultivation and promotion of personality.

Liu Yang of Tianjin University of Science and Technology believes that in order to strengthen moral education for teenagers, as far as school education is concerned, we should pay full attention to the scientific application of moral education mode and establish an effective feedback mechanism. The theoretical exploration and practical application of moral education model in China is short, which leads to insufficient theoretical and practical exploration of the application process of moral education model. In the practice of moral education, we should use the moral education model scientifically and deal with some cognitive and practical problems, including the need to deeply understand the moral education model and the characteristics of the educated; Adhere to the unity of the consideration of multiple modes and the repeatability of a certain mode; Adhere to the unity of regularity and purpose of moral education model, and at the same time need to establish and improve the effectiveness feedback mechanism in the process of scientific application of moral education model. Scientifically handling the links in the application of moral education mode will become an important content to adjust and improve moral education methods and enhance the effectiveness of moral education.

Zhong Chongsheng of Tianjin Normal University suggested that we should attach great importance to creating a good social and moral environment for teenagers to strengthen moral education in schools. Some contradictions and problems arising from the continuous development of society need to be solved urgently. If these problems are not solved well, it will hinder further development and even damage the achievements of reform and development. At present, the most prominent problem is mainly false, evil and ugly, or some other problems and phenomena can be attributed to false, evil and ugly problems. Truth, goodness and beauty always need social reaffirmation and publicity.