China's traditional culture refers to the social and cultural system based on individual agricultural economy, with patriarchal clan system as the background and Confucian ethics as the core in the history of China. It has a long history and is the crystallization of collective labor and wisdom of the Chinese nation in the long history. China traditional culture generally refers to 19 China culture before the Opium War in the 1940s. After the Opium War, due to the fierce impact of western culture, China culture began to undergo great shake and adjustment. This change has continued to this day. Geographically, China's traditional culture includes not only China's traditional ideas, but also Vietnam, North Korea and other countries and regions deeply influenced by China culture, and there is no clear geographical boundary. This is a rich legacy handed down by our ancestors. On the other hand, it has a distinct reality and variability, which affects China people all the time, and provides us with historical and realistic basis for creating a new culture. Today, China people's thoughts and behaviors are still deeply influenced by it unconsciously. Throughout history, traditional culture mainly includes Confucianism, virtue, etiquette, national spirit, example, honesty, harmony and negative moral experience.

Second, look at the moral education value and embodiment of traditional culture education from many angles.

There are different opinions on the moral education value of traditional culture education, and many experts and scholars have expressed their opinions from different angles. Some scholars have demonstrated the practical significance of Confucian educational thought. They believe that Confucianism is very beneficial to the goal of building a harmonious society, the reform of ideological and political courses and the improvement of the effectiveness of ideological and political education. They also believe that neo-Confucian ethics and moral thoughts are helpful to establish socialist moral education with China characteristics. It also has enlightenment to the ideological and moral education of contemporary college students. Since the reform and opening up and China's entry into WTO, China's humanistic spirit and traditional cultural thoughts have been challenged. Educating students with Confucianism and strengthening their beliefs are conducive to rebuilding their spiritual homeland and showing their humanistic spirit, which requires us to strengthen Confucian ethics education and advocate moral experience education.

[1] Some scholars look at the promotion of moral education from the perspective of aesthetic education and traditional virtues. They also believe that the social and cultural environment of contemporary moral education is influenced by popular culture characterized by modern media, people's aesthetics are eroded and their spiritual world is ruthlessly squeezed. Teenagers' spirit of struggle, enterprising spirit and creativity are greatly affected, with imperfect personality structure, strong self-awareness, poor sense of competition, poor sense of cooperation and poor ability to resist setbacks. Aesthetic education is closely related to the cultivation and formation of values, which is why aesthetic education is an important part of quality education in schools in China. At present, aesthetic education can be implemented through art education, classic reading guidance, watching classic dramas and movies, literature reading guidance, paying attention to curriculum textbook reform and campus culture construction.

Regarding the teachability of virtue as knowledge, some scholars have demonstrated the limits and ways of virtue teachability. Socrates said, "Virtue is knowledge". However, virtue as knowledge is limited by teachers. The main reason is that it is obtained through reason, the connotation of virtue itself is lost in contemporary society, and qualified virtue educators are lost. Therefore, teaching also has its own special way, which needs to be explored constantly in practice.

Professor Liu Guoqiang from the Chinese University of Hong Kong expounded the theoretical and practical significance of virtue education in China, pointed out the characteristics of Confucian ethics education, and especially analyzed the different meanings of benevolence and its relationship with virtue, believing that they are interrelated and integrated. The contemporary significance of his Chinese virtue reminds us not to blindly pursue modern, western and popular values and ignore the value contained in Chinese traditional virtue.

[4] On moral example and example education, some scholars discussed the moral value, types, possibilities and functions of moral example. The general example does not refer to the moral example, but the general relationship with the individual. Only people with positive values have moral loftiness or lofty moral values. From the perspective of moral subject, it can be divided into individual moral role models and group moral role models. From the reality of social life, it is impossible for everyone to become a moral role model, mainly: people who master and control social moral resources, people who have great responsibility and influence on society, and adults. There are several possibilities of moral model, namely transcendental theory, discovery theory, need theory and practice theory. In any case, the conditions of moral model should at least be the requirements of rationalism and universalism. The functions of moral model are: the typical carrier of traditional excellent morality, the active promoter of realistic leading values, and the future ideal.

(5) In practical education, we should give full play to the external function of moral example, turn it into internal function, and expand the power and influence of moral example. But how to deal with example education and idolatry? Some scholars point out that in the new era, we should make rational use of their coupling to build culture and school ethics. We should correctly understand the role model education under the background of idolatry. With the development of modern media technology and the popularization of modern media products, new cultural forms and phenomena have impacted and changed traditional cultural patterns and concepts. Nowadays, role models are high and few, but idols are endless. This requires us to find out the differences and students between role models and idols in the cultural background of the new era and build a coupling mechanism between them. Coordinate the value goal with the real life.

(6) National spirit has its profound historical origin and important value. At present, some scholars have studied and thought about how to carry out national spirit education in schools. It is pointed out that national spirit education should be life-oriented, comprehensive and developmental, reflecting the unity of nationality and globalization, and offering special national spirit education courses. The goal of national spirit education should be formulated at different learning stages and deepened at different levels. As for its educational methods, we should respect students' lives.