| 摘要 |
Based on data regarding minors’ internet use, this study systematically analyzes the major problems and their contributing factors in current moral education models in middle schools. The findings reveal that, although moral education has shown changes such as the integration of online and offline approaches and the expansion of content toward digital literacy, several issues persist, including the formalization of online moral education, the disconnection of content from students’ real-life experiences, uneven teacher competence, weak home-school-community collaboration, and an over-reliance on quantitative evaluation. The contributing factors involve the increasing complexity of the online environment, the physical and psychological characteristics of adolescent students, and the lagging renewal of school concepts. The key to the transformation of moral education in middle schools in the internet context lies in reconstructing educational philosophy, improving the content system, enhancing teacher competence, strengthening collaborative mechanisms, and refining evaluation methods, so as to guide students toward developing a civilized, rational, and responsible digital lifestyle. |
