What is moral education convergence? What is the meaning of cohesion?

The cohesion of moral education refers to the mutual connection of the goals, contents and approaches of moral education in various learning stages (kindergarten, primary school, junior high school, senior high school and university), that is, the goals, contents, approaches and effects of the previous learning stage, which is the foreshadowing or foundation of the goals, contents, approaches and effects of the latter learning stage and the perfection of the goals, contents, approaches and effects of the previous learning stage.

What is the significance of moral education convergence, that is, why should we pay attention to moral education convergence?

Moral education is a purposeful educational activity that transforms certain external social requirements into individual internal qualities, with sociality, inheritance, historicity, class nature and nationality. It is not easy to transform external social requirements into the internal quality of the educated, and it is impossible to do it overnight. This requires a process. Moral education is a slow release process, and the effect of moral education should not be rushed, but should be implemented in stages and continuously.

It should be implemented continuously in stages, that is, moral education should respect both the law of moral education and the law of physical and mental development of the educated, and proceed in a spiral, uninterrupted and gradual manner. As far as the relationship between moral education workers and students is concerned, moral education is a dialogue between life and life. Due to the different age, knowledge level, psychological characteristics and acceptance ability of students in different periods, the moral education objectives in different periods are different, but they complement each other and restrict each other.

At present, the basic contents of moral education include ideology, politics, morality, law and discipline, mental health and vocational education. The implementation of each element must respect the law of moral education and the law of students' physical and mental development.

For example, in moral education, there should be no jokes called * * * productism in kindergartens, no jokes called personal hygiene habits in universities, and there should be no mistakes that violate the cognitive law by conducting professional ethics education first and then professional awareness education. Because these moral education contents are not only orderly, but also related to students' acceptance ability.