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Moral education development path has both the uniqueness of their own development, the same time, as a form of social consciousness, but also reflects the strong social decisive, such a society determining the specific quality is a different era is reflected in the development of moral education process and mark. For the moment, the era of multiculturalism has become an indisputable fact both to moral education had a positive impact, so that people start again examine the moral education, including the identification of targets, choice of content and even the method of use; also presents a challenge to moral education, the face of diverse cultural subjectivity and complex cultural value orientation, lack of rational attitude and appropriate treatment, and ultimately will inevitably fall into the confusion of moral relativism or moral nihilism. Dialogue will introduce the field of moral education is to actively respond to the challenges of the multi-cultural and rational choice to make use of their opportunities offered. However, in the practice of moral education, the popularity of \In order to be able to really engage in dialogue in moral education, its significance for moral education, expand dialogue in moral education in combing dialogue, moral education in the dialogue, and dialogue on the basis of the moral significance of education on moral education Mistakes of the Dialogue, and to propose appropriate countermeasures to be able to have implications for our moral education and thinking. The paper is divided into five parts: the introductory part, the dialogue portion of the dialogue and moral education, the necessity and significance of dialogue in moral education, dialogue in moral education the misunderstanding part, to overcome the moral education dialogue Mistakes resources section. The introductory part of the main topics of this thesis reason, purpose and significance of research, research methods and research status were analyzed. The first chapter, on the basis of defined dialogue connotation, analysis of the characteristics of equality, understanding, openness, creativity, from the teacher-student relationship, the process of moral education and methods to start showing the meaning of moral education dialogue. The second chapter, set forth a different perspective from psychology, education and moral education of the reason for the introduction of dialogue, and from the establishment of a new type of teacher-student relationship, the autonomous learning mechanism for the formation of their moral ability aspects dialogue the moral purpose of education. Chapter, in conjunction with their interviews and analysis of the literature, the Mistakes of the Dialogue in the moral education from four aspects, namely the spirit of the dialogue, due to surface stop parenchyma leading desalination; dialogue body, pressing students ; dialogue, attention to generate contempt teach; ignore the results in the course of the dialogue, the pursuit of form. Chapter four areas of misunderstanding, the corresponding countermeasures to ensure the accuracy of the spirit of dialogue and understanding, to prevent moral nihilism and relativism; taking into account the unification of teacher-led and student body, to promote the common development of teachers and students and multicultural dialogue; adhere to the effective integration between generation and teach, to avoid the lack of basis for dialogue; promote a balance between the dialogue process and the result, to improve the effectiveness of moral education.
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