In the 20th century, school moral education in major western developed countries experienced a process from prosperity to decline and then to revival. At the beginning of the 20th century, represented by Dewey's progressive moral education theory, research theories rebelling against traditional indoctrination moral education in schools and moralizing moral education courses appeared one after another. By the end of 1960s and the beginning of 1970s, Rastus' value clarification, Kohlberg's theory of moral cognitive development, Wilson's theory of moral semiotics and mcpherson's theory of considerate care advocated the diversification and integration of moral education courses and their connection with daily activities, which played a certain role in promoting the development of moral education in western schools. At the same time, the moral education courses in Japan, South Korea, Singapore and other countries in Asia, as well as Hongkong and Taiwan Province provinces in China all have a strong oriental ethnic color. However, because the economies of these countries and regions are mainly export-oriented import and export trade, they have absorbed many western values and incorporated them into their ideological and moral courses, which more embodies the characteristics of the integration of East and West.

There are three kinds of moral education courses for teenagers in the United States: moral education, social studies and civics.

As a traditional form of moral education in American primary and secondary schools, moral education directly teaches students a set of values and moral concepts, and forms students' good character. Since 1980s, this course has been offered in most public primary and secondary schools in the United States. Its course objectives include: (1) improving students' self-esteem; (2) Strengthen students' self-discipline and self-cultivation; (3) Improve students' ability to make decisions and solve moral problems; (4) Teaching students a positive attitude and values. Accordingly, educators have compiled textbooks for moral education courses from kindergarten to primary and secondary schools. The whole set of teaching materials emphasizes some basic values-honesty, courage, faith, justice, tolerance, individuality, kindness, helping others, freedom of speech, freedom of choice, economic security, civil rights and obligations, personal dignity, time allocation and the exertion of personal talents.

Social studies is an interdisciplinary and multi-field comprehensive course. This course plays an important role in moral education in American primary and secondary schools. Its purpose is to make students understand the relationship between man and society, man and nature, man and country and the world, to make students have correct values and attitudes, and to improve their ability to participate in social life and adapt to society.

Some middle schools in the United States also offer civics courses. Civic education has been gradually popularized since 1970s. Its main purposes are: (1) to understand the basic contents and norms of the national government; (2) Cultivate the sense of participation and understand the social responsibilities that citizens should bear; (3) Cultivate the moral qualities that students must possess-self-discipline, trustworthiness, honesty, self-love and self-interest. Civics courses often organize students to participate in various social activities, such as debates, government consultation meetings and sentencing conferences.