Comparative Study Of Moral Judgment Competence Of Middle School Students In Ethnic Li And Han In Hainan Province

By adopting the Moral Judgment Test(MJT) made by Lind G., this article carries out comparative research of moral judgment competence on the 7th to 12 th grades students in six-year high schools from Ding'an County and Baoting ethnic Li and Miao autonomous county, Hainan Province. The research result shows that:1.The moral judgment competence of most middle school students in Hainan province is in relatively medium level(Average score of the competence is 20.40). From the domain of moral affective preference, middle school students in Hainan show preference to high level moral principles.2.It is of significance difference that moral judgment competence among different grade students in Hainan province. From junior to senior high, students' moral judgment competence is in reduction overall. From the perspective of moral affective preference, students' affective preference towards high level moral principle fluctuates obviously during the whole middle school stage, rendering zigzag; the difference of moral judgment competence between student cadres and common students is not notable, but student cadres are in more favor of high level moral principle than common students; and there is little difference either in the moral judgment competence of students or the affective preference towards high level moral principle, among students in different genders, or with different academic records.3.The difference in moral judgment competence among students of ethnic Li and Han is not notable. As the affective preference, both ethnic Li and Han students prefer to high level moral principles. And their morality score on the 6th level of moral judgment development, which shows the affective preference on high-level moral principle, does not present notable difference.4.The moral judgment competence of students in ethnic Li and Han all experiences the process of ascent-descent-slight ascent-slight descent, however, the nodes(also the peak time) that the moral judgment competence of students change from ascent to descent are not the same in ethnic Li and Han, students in ethnic Han being in grade 8 while the ethnic Li in grade 9. From the perspective of moral affective preference, students' affective preference towards high-level moral principle of ethnic Han students in various grades fluctuates obviously, exhibiting 'zigzag' variation, presenting apparent difference; while there is no distinguishable variation in ethnic Li students in different grades. It renders no difference that the moral judgment competence of student cadres and common students, in either ethnic Li or Han. From the perspective of moral affective preference, the difference in the affective preference on high-level moral principle between student cadres and common students is indistinguishable in ethnic Han, while that in ethnic Li is significantly different.On this basis, the following suggestions are proposed aimed at the moral education of students in middle school:5.Both educators and learners shall change the concept of “score orientation” and emphasize on the important role of adolescents' moral development. Meanwhile, educators shall treat boys and girls equally, shall also treat students performing well and poor in study equally.6.Educators shall provide students with more role-taking opportunities and reasonable suggestions on moral activities, play the role of student cadres appropriately, and offer more practice chances to students so as to promote their moral development.7.Since the consistency is more obvious than the difference of moral judgment competence of ethnic Li and Han students, educators shall abandon prejudice on different ethnics.8.Educators shall promote students' moral development according to the different characteristics of students in ethnic Li and Han. As for students in ethnic Li, educators shall change their mentality of seeking for comfort, guide them to contact more complex environment and cultivate their ability of adapting environment and awareness of undertaking responsibility; as for students in ethnic Han, educators shall encourage them to participate more in practice activities and seek for the guidance that is beneficial to moral development.