传统的军校德育实际上是一种“知性德育” ,具有抽象化、表面化、形式化等特点 ,难以使道德伦理内化成学员的道德素养。为了适应军事任职教育的需要 ,军校德育必须转向以实践活动为主体内容、以内化体验为基本方式、以自主生成为根本途径的“实践德育”。为了实现这一转型 ,院校德育教学要挖掘教学隐性资源 ,拓展感染、暗示、体验等非理性教学模式 ,转换德育教材功能 ,实行评价的多元化和后效化 The traditional military moral education is actually a kind of “intellectual moral education”, which is characterized by abstraction, appearance and formalization, which makes it difficult to internalize the moral ethics into the moral qualities of the students. In order to meet the need of military service education, the moral education in military schools must turn to “practice moral education” with practice as the main content, internal experience as the basic mode, and autonomous generation as the fundamental way. In order to achieve this transformation, moral education in colleges and universities should tap teaching hidden resources, expand the irrational teaching modes of infection, suggestion and experience, transform the function of moral education textbooks, and implement the diversification and post-evaluation of evaluation