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began get rid of control from church and stepped in secularization. At the end of 20th century, Curriculum 2000 put specialized curriculum of values education into national curriculum system, and values education entered the stage of nationalization.Values edcation in British schools, has been affected by the factors of state system, cultural tradition and times, from the macro-view, middle-view and micro-view, its aims has been divided into national aim, school aim and curicular aim. Its content has contained moral values, political values, religious values, scientific values, aethstic values, environmental values and ecnomic values according to value categories, and has penetrated into academic knowledge of various subjects.Values edcation in British schools, has been carried out through overt curriculum and hidden school life, the former has included specialized curriculum and national curriculum, the latter has covered extra-curricular activities, pastoral care, school ethos, psychological counselling, career guidance and so on. From the methodological view, the approaches of British school values education has been divided into descriptive approach and prescriptive approach; from practical view, its concrete methods has covered direct instruction, dilemma discussion, collective worship, circle time and role-playing, etc.Values education in British schools, has presented general characteristic of religiousness, diversity, confluenting and gradual-developing by the influence of secularization, modernization, democratization and globalization; It has also followed theoretical study on education, reform of school curriculum, thought of educational democracy and utilization of network technique, and embodied trend of totalization, centralization, democatization and networking.Values edcation in British schools, has been exposed to humanism, empiricism, hidden curriculum and post-modernism, so then it has embodied subjectivity, practicalness, penetrability and openness. Meanwhile, British school values education has affected by scientism, relativism, laissez-faire and utilitarianism, and possessed weaknesses of significance, legality, system and effect.Values edcation in China’s schools, should draw lessons from British school values education and abide by:taking both account of centralized dominance and multiple co-existence, uniting individual value orientation and collective value orientation, harmonizing value reason and instrumental reason, and integrating value guidance and value discourse.Under circumstances of pursuing "function" and "utilization", China’s school values education has fallen into inappropriate and embarrassing situation; the certain extent of empty preach and constraint indoctrination has also made effect of values education weakened. Therefore, seizing intrinsic prescriptivity of values education must be based on clarifying the relation of value and education from philosophical existentialism and humanistic teleology, integrating values education into human’s existence and situation, and understanding value-nature of human and the essence of education, so then we can develop the theory and practice of values education on account of existence of human.

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