The Study On Nurturance Education Of The Left-behind Children’moral Behaviour

The left-behind children in countryside are the concomitant of the farmers who work or do away from home. With the accelerating process of urbanization in China, tens of thousands of farmers left the rural land for survival. The traditional stable family structure in China’s rural areas is facing an unprecedented impact. Due to the limitations of their own living conditions and social policies, the majority of migrant workers have to keep their children being looked after at home by the inter-generational elderly or friends. So the family model of the long-term parent-child separation has led to large-scale left-behind children in countryside. Long-term isolation of the migrant workers and the rural left-behind children in time and space changes the original family education model, which results the role of family education disappeared. In countryside of China, there are at least about20million rural left-behind children in these families at present. It is related to the future rural population quality that whether they can get a good family, school and social education for establishing good moral behavior.Through field work, case study, quantitative research and qualitative research, this research focuses on the moral education of the left-behind children in rural areas. Through investigating three typical rural left-behind children schools in the southeast of Chongqing, the author classifies these students into four groups, eg. resident and rural left-behind children, non-resident and rural left-behind children, resident and non-rural left-behind children, and non-resident and non-rural left-behind children. According to questionnaires and site visits, the research find that non-resident and non-rural left-behind children are best in the aspect of the moral behavior habits, the resident and rural left-behind children have the worst moral behavior. The differences of the non-resident and rural left-behind children and the resident and non-rural left-behind children are not obvious and the moral behavior levels of them are in the middle class. In addition, the non-resident and rural left-behind children are classified into two groups, eg. the rural left-behind children raised by grandparents, the rural left-behind children raised by friends and relatives. With comparing these two types of rural left-behind children, the study find that the former have the better moral behavior than the latter. Through the comparative analysis of these two groups, the author find that the main reason which is also called internal reason of the fact that the rural left-behind children’s moral behavior is not good is lack of family education. Meanwhile, the act of omission of school education in moral behavior nurturance education, and the lack of attention to the moral education in social environment both impact the formation of left-behind children’s good moral behavior habits.To solve the problems of rural left-behind children in moral behavior fostering, we should take two methods of school strategy and external guarantee. The school strategy should be including explore approaches to the innovation in educational methods, educational main bodies, educational contents and school culture. Besides, external guarantee should be including developing greatly rural economy and achieving the convert left behind to non-left behind; developing the community education for left children school and expanding the fronts of moral behavior fostering; strengthening the comprehensive administration of school environment and creating the healthy living and learning atmosphere in school; organizing propaganda exercises and creating the full participation of social context...