| Content:Rural left-behind children, contemporary China is in the rapid development of industrialization, city, to further increase the gap between urban and rural areas, and speed up the flow of personnel, city of the rural labor force to increase the attractiveness of industrialization, and city development, the objective needs of the rural labor force to leave the land under the backdrop of. And rural left-behind children education problem of left-behind children in rural areas, together once, immediately aroused the Chinese party and government, as well as the attention of family, school and society. Since the reform and opening up, in different stages of social development, China is committed to the rural left-behind children’s education especially solve the problem of moral education, from two aspects of theory and Practice on how to solve the problems of rural left-behind children are deep and very fruitful exploration, and achieved many positive results.From the perspective of Marx’s materialism, three aspects were studied since the reform and open policy in different periods of Chinese rural left-behind children’s moral education activities on the objectives and methods, theory, and through the analysis of the evolution of history and logic, inductive, abstracts the general rule of activity. This paper from China’s reform and opening up, from the Chinese modernization development between rural and urban China, from the point of view of institutional arrangement, reveal the left-behind children in rural areas and problems of left-behind children’s moral education. Then reviews since the reform and opening up China left-behind children moral education practice of history, summed up the experience. Next, a comprehensive study of the opportunities and challenges facing the current practice, and of history foundation, proposed to further promote the practice of moral education of left-behind children in rural development. |
PDF Full Text Request