The Study Of Moral Character Education About The Rural Children Letf-behind In The Perspective Of The Ethics Of Care

In recent years, with the deepening pace of reform and opening up, China’smodernization process continues to accelerate, and the rural surplus labor force hasstarted shift to the cities in a large-scale. Problems followed by about rural childrenleft-behind have caused a growing community concern. The number of left-behindchildren in rural areas grew larger and they have been a large group. Their physicaland mental health is not only related to their personal growth of future anddevelopment, but also to the entire social progress and stability. The moral quality isan important aspect of their physical and mental development, therefore, helping therural left-behind children develop their moral character is a practical research of greatsignificance. As a non-traditional school, the ethics of care provides a new perspectivefor the study of the moral character education of the rural children left-behind. Thispaper introduces the basic idea of ethics of care, and then explores the moral status ofrural children left-behind and the reasons causing the status quo. Finally, in the guideof ethics of care, I suggest four ways to solve the problem of the moral education ofrural children left-behind. This paper is divided into four parts.The first part is the Introduction.Firstly, in this part, I introduced this study’s background. And then I discussedthe significance of this paper from the aspects of theory, practice and society. Theresearch reviewed includes the study of the rural left-behind children’s moral character,the causes which lead to these moral problems, the background of these problems andthe ideas to solve these problems. In my study, I used three methods, they areliterature method, comparative law and interviews. The innovation points of thispaper are the innovation of the research angle which is the fully implementation of theethics of care and the thoroughly application of the interview method.The second part is the origins of caring: the outline of the ethics of care In this part, at first, from some basic ideas and thoughts about of Confucian andTaoism, I found some care ideas from the Chinese ancient traditional philosophy.Then I introduced the modern development of China about the ethics of care inthree points. The first point is the study of the theory itself, the second is the study oftaking the ethics of care into practice, and the third is the study of the ethics of care inthe perspective of philosophy and culture ethics of careAfter that, I introduced how the care ethics produced. And following that are itsbasic ideas, basic characteristics and so on.At last, I introduced the basic ideas about Noddings’ ethics of care educationmodel. Noddings believes that the aim of moral education is to cultivate a person whohave the ability of caring. To achieve this goal, she proposed four ways. They areexample, dialogue, practice and recognition. From her viewpoints, we can see that,her theory’s characteristics are as follows: emphasize the continuity of carerelationship, attach importance to teacher-student relationship, focus on the exampleof exemplary teachers and highlight the practical and moral education.The third part is the lack of caring: the moral status of rural children left-behind.First, I introduced the concept of left-behind children in rural areas and definedthe background. Left-behind children in rural areas are either one or both parents flowto other areas from rural areas which make the children stay in rural domicile. Andtherefore they can not live with both parents who are17years of age and minors. Thebackground is mainly about two factors which are social factors and institutionalaspects described.Then I pointed the importance of physical and mental development about theleft-behind children in rural areas. Physical and mental health of rural children left-behind will not only affect their personal development, but also will affect the entirerural and social development.Next I focused on the analysis of the moral status of rural children left-behind,including deviation of moral understanding, moral emotions fade, weak moral, ethicalmisconduct and psychological problems highlighted.Finally, combined with care ethics, I analyzed the causes of ethical issues of the left-behind children in rural areas, including: one-sided view of the care of parents;the care relationship between parents and children can not be continuous, the lack ofparental role models and fewer opportunities for the dialogues with the childrenresulted in the lack of family care bit.At school, the causes include neglecting of children left in need of special care,the lack of quality care for rural teachers, emotional neglect of moral education, andthe relationship between the children left-behind and teachers lack care.Bad moral character among peers is easy to care for each other infection causedby a lack of concern for their peers.The social policy and social atmosphere also lacks care to the childrenleft-behind.Part IV is care strategy: paths of cultivating moral character of the left-behindchildren in rural areas.First, in terms of family care, parents should establish a correct concept of care,and try to maintain a continuous care relationship with the child. At the same time,make a good example of care, and form a relationship in which parents, children andthe temporary guardian can care each other.Second, for the school care, at first, school should focus on improving teacherquality care, fostering care teachers, improving care quality of the children left-behindand building a caring type of campus culture.Third, in a social context, on the one hand, the government should strengthen thereform of household registration system, and gradually eliminate the gap betweenurban and rural areas and the emphasis on policy support; on the other hand, weshould pay attention to the material care and increase financial input for ruralcompulsory education.Finally, school-oriented, we should build a care mechanism in which homes,schools and society are interactive.In this article, there are two main innovations. First, the research perspective isinnovative. That is the ethics of care is consistently applied in full text, which hasprovided new perspectives and methods for the moral education of the left-behind children in rural areas. The second is the use of the interview, and it provides a vividfirst-hand information and basis for this article.