The Status Quo And Education Countermeasures For “left-behind” Children In Rural Areas Of Sichuan Province

Pro-social behavior is a kind of positive behaviors that benefit other people and the society, and also the core content of children’s moral development. Pro-social behavior plays an important role in children’s moral growth and development when combines with moral cognition and moral motivation and gradually transforms into children’s moral behaviors. At present, China’s drive for urbanization is gathering pace, so the number of “left-behind” children in rural areas is growing rapidly. The scientific and cultural level and the ideological and political qualities of “left-behind” children in rural areas relate directly to the harmony, stability and prosperity of society and the course of the construction of the new countryside. This study investigates the current situation of “left-behind” children’s pro-social behavior of several rural primary schools in Sichuan province by designing scales, and obtains the relevant data, analyzes demographic variables influence on the development of pro-social behavior of “left-behind” children in rural areas, and also analyzes the five main influencing factors via literature research and comparative studies, on the basis of the above, it proposes some corresponding countermeasures so as to provide a basis for cultivation and education of “left-behind” children ?s pro-social behavior and promote the healthy development of their moral development.This thesis is divided into five parts. The first part mainly briefs and defines the two concepts of “left-behind” children in rural areas and pro-social, elaborates the theoretical basis for research, reviews the academic achievements of relative scholars. The second part states the objects, methods and processes of the research. The third part gives an in-depth analysis of the development status quo of “left-behind” children’s pro-social behavior in rural areas based on the survey data collected through scales. The forth part dissects the five main influencing factors of “left-behind” children namely, family, school, companion, society and social media. The last part proposes some corresponding countermeasures on problems of “left-behind” children?s ideological and moral education, by doing so, we hope that families, schools and society would cooperate with each other to jointly promote the sound development of the “left-behind” children’ s pro-social behavior in rural areas.