道德教育在促进人的全面发展中一直起着举足轻重的作用，研究者们长期不懈的探索极大地推动了我国道德教育理论和实践的发展，然而时代的变迁使我国的道德教育显露出一个不容忽视的问题，即我国的道德教育在一定程度上偏离了增进人生幸福的价值目标。在幸福生活视角下研究道德教育，对于构建幸福德育模式，提高道德教育的实效性，促进学生成长成才，具有突出重要的意义。道德存在于人的具体的生活实践中，是生活的基本要素。幸福生活是人人渴望得到的生活，德性是增进人生幸福的必要条件。幸福生活具有自成目的性、生成性和整体性特征，这些特征使幸福生活这一价值目标成为道德教育的应然追求。为了促进人生幸福，道德教育必须融入人的生活世界，引导人不断发展自身的道德品格，通过培养人的优良德性来实现生活的意义和价值。然而，由于受到社会本位论教育观、绝对义务论道德观以及知识本位论教育观的影响，当前我国道德教育出现了各种各样的问题。具体而言，道德教育在培养目标和内容上过于理想化，片面强调塑造学生“无我”的道德品质，教育内容脱离学生的现实生活，与个体的现实需要相疏离；道德教育标准的绝对化、内容的片面化及方法的简单化导致道德教育的单一化，与个体精神需求的多样化相违背；道德教育的学科化、道德认知与道德情感的割裂则是道德教育知识化的主要表现，导致道德教育对学生的心理感受关怀不够。因此，在幸福生活视角下开展道德教育研究，不仅是幸福生活与道德教育二者内在关联的必然要求，而且是破解道德教育困境的迫切需要。立足幸福生活的道德教育是一种尊重学生、使学生“成人”的教育，它从关注学生的实际需求出发，紧紧围绕构建学生的幸福生活这一终极价值目标，审视当前道德教育暴露的各种难题，探索问题症结，使学生在接受道德教育的过程中切实体验到幸福，从而引导学生在道德生活中获得幸福人生。为了使这一理想图景成为现实，我们必须从幸福生活道德教育理论、具有幸福要素的道德教育环境和幸福德育实践对策等方面进行系统改革，以构建幸福德育模式，最终使道德教育焕发出无限魅力。

Moral education has always played a pivotal role in promoting the comprehensive development of the human. Researchers’ unremitting exploration makes the moral education theory and practice get a great development, however, our moral education reveals one issue cannot be ignored with the changing times, which partly deviated from the value goal of promoting life happiness. Studying moral education in happy life perspective in order to investigate the current state of moral education and highlight its outstanding issues. On this basis, building a favorable moral education mode to improve the effectiveness and promote the growth of students. Morality exists in specific human life practice and it is the basic element of life. Everyone is eager to get a happy life and virtue is the necessary condition to achieve happiness of life. The happy life has the characteristics of auto-objective, generative and integrity, which make the happy life be the value goal of moral education. In order to promote our life more happy, the moral education needs to integrate into human life and guide people to develop their own moral character. However, as a result of the theory of social standard education, the absolute obligation of moral values and the knowledge-based theory of education, a variety of problems appear in China’s current moral education. Specifically, the training goal and contents of the moral education are too ideal, which one-sided emphasis on shaping the students “without me” moral quality and separate from the students’ real life and needs. The absolute moral standard, the one-sided moral education contents and simple education methods lead to the simplification of moral education, contrary to the diverse individual spiritual needs. Moral education subject and moral cognition and emotion split is the main manifestation of moral education knowledge, resulting in caring not enough for the students’ psychological feeling. Therefore, researching moral education based on the happy life is not only a necessary requirement for the internal relevance between happy life and moral education but also the urgent need to break the plight of moral education. Such an education respects students and pays attention to their actual needs. It focuses on the ultimate value goal of constructing students’ happy life to examine all kinds of moral education problems and make students experience happiness so as to guide them achieve a happy life at last. In order to make the ideal prospect become a reality, we need to carry out reform in the aspects of theory, environment and practice. Based on this, building happy moral education pattern to make the moral education glow charm.