Chinese Teaching And The Moral Education Of The Left-behind Children In Rural Junior Middle School

Left-behind children is a special social group generated by a massive outflow of rural labor with the development of social economy after China’s reform and opening up. With the continuous development of society, the number of rural left-behind children is increasing. They are lack of family education, which leads to produce all sorts of bad moral behavior, and brings serious harm to society.According to the moral education of children left behind in rural junior middle school, aiming at the problem of moral education about rural left-behind children, combined with the characteristic of Chinese subject, this paper proposes the infiltration of moral education in the Chinese teaching, and put forward the implementation of specific content, methods and ways.This paper is divided into six parts.The first part is the introduction part. First put forward the reason of this study:the larger proportion of left behind children in rural junior middle school and lacking of family education, causing severe social problems; then summarizes the left-behind children study, and a review of domestic research on moral education in Chinese teaching; finally discusses the significance of this research, research methods and the innovation and so on. This paper uses literature method, questionnaire method, interview method and case analysis method.The second part:the simple analysis of the feasibility and necessity of moral education to rural left-behind children in Chinese teaching. This part includes three aspects, firstly expounds the close relationship between Chinese education and moral education; then analyzes the necessity and feasibility of moral education in Chinese teaching; finally, put forward the important significance of moral education in Chinese teaching to rural left-behind children.The third part:according to the survey analysis, specifically discusses the current status of moral education about left behind children in rural junior middle school. This part contains four aspects. First, the definition of left-behind children; second, the investigation and analysis:by a questionnaire survey and data statistics, analyzes the serious lack of family moral education about rural left-behind children; third, by interviews and case analysis method, carries on the concrete analysis to the character of rural left behind children, such as poor discipline, violence tendency, indulging in the network; fourth, the current situation of moral education in rural junior middle school. There are four phenomena.The fourth part:by the teaching practice, put forward the concrete content of moral education of left-behind children in Chinese teaching, mainly including seven aspects:first, the cultivation of loving life; two, the cultivation of patriotic; three, the cultivation of strong will quality; four, enhance the thought of gratitude; five, help the left-behind children to establish a correct outlook on life; six, develop a strong sense of responsibility; seven, train them self-confidence self-reliance spirit.The fifth part:according to the teaching practice, puts forward the strategies and measures of moral education to rural left-behind children in Chinese teaching, including three contents:first, expound that Chinese teacher demonstration is the key to moral education of left-behind children, four specific points described. Second, discusses that Chinese classroom teaching is the main position of moral education to left-behind children, this aspect is divided into four points; third, discusses that language extracurricular practice activities to left behind children is extending into moral education, this aspect is also divided into three points.The sixth part is a conclusion part.