Facing Moral Conflict And Moral Creation Of The Students After The Layout And Adjustmentof Rural Junior Middle School

The layout and adjustment of rural junior high school concentrate the junior high school on small towns, making the distance between schools and homes increased, and children have to board in school. As a result, the affective interactions between parents and children have been depleted and the inter-monitoring mechanism is weakened. There are moral conflicts between children’s pursuing personal independence and relaying on their parents’controlling over them. What’s more, the adjusted schools are located in towns where the physical environment around is relatively rich and the cultural environment is relatively colorful, which confront the students with conflicts of pursuing material and spiritual enjoyment, deviating from moral standards and moral restraints. The school scales of those merged schools are larger and the class sizes are numerous, also the relationship between teachers, as well as the relationship between students has been changed. School moral education cannot meet with the needs of the students’ moral growth, so they are facing the moral confusions about keeping intimate terms with teachers or keeping a distance with them, about being close to classmates or being repellent to them. These moral conflicts can cause promoting effects on students’ moral growth if they can be correctly solved and rightly guided, otherwise, they could lead to students’ vague moral cognition and make them unable to form right moral concepts, and their suffering from anxieties and torments on the terms of moral emotions is also possible. What’s worse, they even cause students to form "dual personality", which finally lead to various anomies of moral behaviors. In order to guide students to dare to face the moral conflict correctly, and at the same time to let them obtain new moral growth from moral conflicts constantly, and also to make them pass the transitional period smoothly, the implementation methods are put forward from the following three aspects. Firstly, strengthening the subsequent construction of adjusted schools is necessary in creating favorable conditions for the students’ moral growth. Secondly, parents should change their moral education concepts and improve their own individual moral qualities to actively cooperate with the school, paying attention to the moral growth of their children. Thirdly, the schools are responsible to strengthen the construction of the school circumjacent environment and purify the bad atmosphere in order to create a favorable atmosphere of community moral culture.