The Research On The Moral Education In Undeveloped-area Rural Middle School

Moral quality is paid close attention to as the key content of quality education under the situation of carrying out curriculum reform and quality education. Middle school stage is an important stage of individual growth and receiving moral education, so middle school moral education faces new task and challenge. In "Undeveloped-area", the moral situations of middle students are affected and restricted by local geographical environmental features, economical developmental levels, social culture atmosphere and custom and the like. They have different features comparing with those economical developed areas. This paper makes an experimental research to "undeveloped-area" rural middle school students' moral situations. Dingxi City is the subject of this investigation. .It investigate and analyzes eight aspects such as "political beliefs", "ideal and value idea", "moral situation", "inter-person and conceptive concepts", "individual psychological quality" and "the situation in carrying out school moral education" by such methods as questionnaire ,observation and experiencing , individual interview in the rural middle school. The results of the investigation are compared with the moral education situation in economical developed area. It makes great efforts to reflect "undeveloped-area" moral education situation of rural middle school and the existing weak points. Based on above investigation, the moral education situation and existing problems in the "undeveloped-area" rural middle school are pursued for its causes. Moral education itself is a complicated systematic project; it can be completed by the co-operation among school, family and society. Moral education can't be completed in a very short period; It is a gradually instructed process. So, many factors result in the current situations and features of rural middle school moral education. They connect with local school moral education itself and are affected by local social economical factors. The article analyzes objectively and summarizes these factors. It expects that rural education can adopt measures in the light of the realities of specific regions and get out of dilemma and bring comparative priorities of rural moral education into full play and form a complete and coordinated system of rural moral education.