Narrative Research On Students’ Interpersonal Moral Hazad After Rural Middle School Distribution Adjustment

Rural elementary and secondary school distribution adjustment is to properly centralize the scattered schools and to re-plan and re-arrange the networks of regional elementary and secondary schools according to local natural and economic development conditions. In the late1990s, elementary and secondary school layout adjustment was almost nationally placed on the educational policy agenda. The adjustment started just against such a backdrop.Rural junior high school layout adjustment exerts some influence over students’ interpersonal communication. The influence acts on students’moral development comprehensively which also poses certain hazard to it. In the method of narrative research, this thesis takes the C Middle School student, Xiao Ze, who experienced school layout adjustment as object to study his moral hazard caused by the interpersonal change after the adjustment. Through substantive observation and interviews, this study obtains Xiao Ze’s moral related stories in his interpersonal contact-"New comer:overall protection, interpersonal shackles","Network:beautiful temptation","Fighting with teachers to the end","I want a warm home","Choice of escape". Meanwhile, this thesis tidies up the materials about "Xiao Ze in the eye of teachers" and "Xiao Ze in the eye of family" through interviews of his teachers and family. This study reveals influences that interpersonal relations in school, in family and in society have posed on students’moral development after school distribution rearrangement and indicates the moral hazard caused by the adjustment.The student’s interpersonal moral hazard refers to the uncertainty of moral consequences caused by students’interpersonal changes which occur in the implementation of rural junior high school layout adjustment policy. This uncertainty includes two aspects. One hand, it refers to perniciousness of the adverse consequences arising in students’moral development. For example, the suppression of students’informal contact placed by institutionalized school life, misconduct in teacher-student interaction, discordant culture in dorm life, weakening of parent model function and absence of family oversight function in family contact, interference from community adverse factors in community contact and so on. On the other hand, it refers to the favorable factors to students’moral development. For example, promoting the development of students’sense of collective responsibility, enriching students’social contacts and information source, enhancing students’sense of independence and so on.The positive influence on students’moral development brought by school layout adjustment should be properly explored and guided. The negative ones should be predicted early and effective avoidance measures should be carried out. First, strengthening the education of junior school students’moral will and emotion, including self-discipline, tolerance, understanding, etc. Second, schools inside actively eliminate the effect of adverse factors, including optimizing teacher-student relationship, building consonant dorm culture and guiding students to the correct network exchanges. Third, actively seeking cooperation of school, family and community.