Study On The Problems And Countermeasures Of The Junior Middle School Students' Moral Character Development In The Poverty-Stricken Area In Chongqing

In order to learn the condition of students' moral character development, We investigate 868 subjects (students from junior 1 to 3 in the junior middle schools from poverty-stricken area in Chongqing) with the case study, questionnaire inquiry, in-depth interview and other research methods.The results indicate: First, as a whole, the condition of the students' moral character development is good. But there exists some serious problems as the students are lacking the sense of independence, the sense of law and discipline and the spirit of enterprising. There are not remarkable differences of the students' moral character among different sex but among students in different grades. Second, the condition of family moral education in Poverty-stricken area in Chongqing: The family structure has great influence on student's moral character development. And the problems of the moral character development of the unattended school children in the countryside are especially serious. The reasons are following. On the one hand, the nonstandard parenting style affect the students' moral character development. On the other hand, the unattended school children in the countryside lacks family moral education, leading to their moral character development dissimilation. Third, the condition of the school moral education: 1. The qualities of the teachers are low; 2.The teachers and the student are unaccommodated to the new moral education materials; 3. The school moral education method is unitary and punishes are the main methods; 4.The school moral education lacks of the persistent effective mechanism. The reason for that is the misplacement of moral education in school. The reality of the present situation of moral education consists of three parts: Firstly, the mismatch of the value of moral education in school—the conflict between the loss of students themselves under utilitarianism misunderstanding and the expectation of reality itself. Secondly, the misplacement of the objectives of moral education in school—the conflict between the oneness, uniqueness objective of moral education and its flexibility and fruitful necessity. Thirdly, the misplacement of the content of moral education in school--- the conflict between the off track of the content of moral education from real life world and students' thirst for moral education returns to the real life world; Fourth, the social moral education lacks of the guidance so as to affect students' moral character development. Fifth, the moral education are out of joint among the family, the school and the community so they have not been able to form the entire ability.