人无德不立，国无德不兴。学校德育课程是“立德”的主阵地，德育教材则是“立德”的重要载体。随着我国新版初中《道德与法治》教材投入使用，对初中阶段学生的道德情操陶冶、正确价值观的形成奠定了比较坚实的基础。日本与我国在文化上有着源远流长的文化交流背景，在政策导向上日本文部科学省从2015年起开始对其德育课程进行“道德学科化”改革，并且逐步颁布了其“统编版”教材《我们的道德》。因此，通过中日初中德育教材的比较，可以发现日本德育教材建设的经验和需要警惕的问题，在“以我为主”的原则下，“取其精华，去其糟粕”，提升我国初中德育教材的编写与实施的实效性。

首先，阐述研究背景及意义，综合述评国内外研究现状，明确研究的创新之处。运用文献研究法、内容分析法和比较分析法，梳理两版教材的编写背景，解读两国课程标准，厘清两国的德育目标。基于中日两国德育相关课程的课程标准中对课程内容的明确规定以及两国德育目标的分析，对我国部编版初中《道德与法治》教材和日本文部科学省初中《我们的道德》教材的文本内容进行深入对比，分别梳理两版教材内容，发现其共性之处有重视国情教育、传统文化教育的育人价值以及学生的情感体验，不同之处在于我国教材更加重视初中阶段法治教育，而日本教材呈现更加聚焦重点社会问题的特点。进而对两版教材的组织架构进行深入对比，两版教材的组织架构均兼线性延伸展开和圆环式扩大的特点，但我国教材的组织架构更侧重整体性架构，日本教材则更侧重重点性聚焦的组织方式。进一步对比两版教材的选材编排，两版教材在素材选择以及栏目设置上都重视从生活中取材、注重探究性情境创设，不同之处在于我国教材更注重通过图文的价值性和趣味性，日本教材更注重体验式活动设计。再次，从两国德育的文化底蕴、指导思想和德育目标，以及教材的编写理念四个方面深入剖析中日初中道德教育教材差异的原因。最后，总结我国初中《道德与法治》教材的鲜明优势，批判日本初中《我们的道德》教材存在的问题，并且从教材的修订和使用总结日本初中《我们的道德》教材对我国初中《道德与法治》教材创新发展的启示，提出了我国初中德育教材创新发展的编写建议。

People cannot establish themselves without virtue, and a country cannot prosper without virtue as well. The school moral education curriculum is the main battleground for “establishing virtue”, and moral education textbooks are important carriers of “establishing virtue”. With the introduction of the new version of the junior high school “Ethics and Rule of Law” textbook in China, it has laid a relatively solid foundation for the cultivation of moral sentiments and the formation of correct values among junior high school students. China and Japan have a long-standing cultural exchange background, and in terms of policy guidance, Japan has been carrying out a “moral specialization” reform of its moral education curriculum since 2015, gradually releasing its standardized textbook titled “Our Ethics”. Therefore, through a comparison of Chinese and Japanese junior high school moral education textbooks, we can discover the experiences and issues that need to be vigilant about in Japan's moral education textbook development. Based on the principle of “centering on our own country”, we should “absorb the essence and discard the dross” to enhance the effectiveness of China’s junior high school moral education textbooks.

Firstly, the research background and significance are elaborated, and the current research status at home and abroad is comprehensively reviewed to clarify the innovations of the research. By employing methods such as literature research, content analysis, and comparative analysis, the compilation backgrounds of the two versions of textbooks are reviewed, the curriculum standards of the two countries are interpreted, and the moral education goals of the two countries are clarified. Based on the explicit provisions of the curriculum content in the moral education-related courses and the analysis of the moral education goals of China and Japan, an in-depth comparison of the textual content of the “Ethics and Rule of Law” textbook for junior high schools compiled by China and the “Our Ethics” textbook for junior high schools compiled by the Japan can be conducted. The similarities between the two versions of textbooks lie in their emphasis on national education, traditional cultural education, and students’ emotional experiences, while the differences lie in China’s emphasis on legal education at the junior high school level and Japan's focus on addressing key social issues. Furthermore, an in-depth comparison of the organizational structure of the two versions of textbooks reveals that both versions exhibit characteristics of linear extension and circular expansion, but China’s textbook organization structure focuses more on overall structure, while Japan’s textbook organization structure emphasizes a more focused approach. Additionally, a further comparison of the selection and arrangement of materials in the two versions of textbooks shows that both versions attach importance to drawing materials from life and emphasizing exploratory situational settings. However, China’s textbooks pay more attention to the value and interest of graphics and text, while Japanese textbooks prioritize experiential activity design. Furthermore, the reasons for the differences in moral education textbooks between Chinese and Japanese are analyzed in depth from four aspects: the cultural foundations, guiding ideologies, moral education goals, and textbook compilation concepts of moral education in both countries. Finally, the distinctive advantages of China’s “Ethics and Rule of Law” textbook are summarized, and the issues present in Japan's “Our Ethics” textbook are criticized. Additionally, based on the revision and usage of the textbooks, the insights gained from “Our Ethics” textbook for the innovative development of “Ethics and Rule of Law” textbook are summarized, and suggestions for the innovative development of China’s junior high school moral education textbooks are proposed.