A Study On The Leisure Life Of Rural Pupils From The Perspective Of Moral Education

Human beings are the subject of leis ure, and the essence of leisure is freedom. From leisure activities we can get developed and perfected. Along with the policy of alleviating students' burden in basic education- the country's campaign for quality education- pupils in rural China are spending less time at school, and, correspondingly, more time in leisure activities. As a result, one of the main approach of today's moral education is to help the kids get a good perspective on what leisure time is and how to spend it, so that they can both laugh and learn. The benefits of quality leisure time are profound for the pupils. It can, in the short term, relax the mind and help their body to recover from schoolwork, and, in the long run, help enhance their knowledge and train their social skills, enrich their thoughts and cultivate their soul, shape their moral characters and embody their own value. Therefore, moral education in the leisure time(or “leiducation” in short) that takes the form of experience, perception, reflection and guidance is a kind of moral education practice which adapts to the students' need and contributes to their development of leisure qualities such as attitude, interest, ability, self-discipline.In light of moral education and through a detailed survey of students from four eleme ntary schools in S Town, Changsha County, this thesis tends to explore the main problems and contributing factors of the pupil's leisure life in rural China. On this basis, the author put forward some basic ideas of implementing leiducation in rural primary schools.The study reveals that most students in rural primary schools haven't paid much attention to leisure time, and, when they do, they have no plan or little choice of what to do with it; they don't have many leisure facilities, nor much elders' guidance. This come about for a variety of reasons, including dominant factors like school's closed management, student's lacking in leisure skills, rural fa mily's limited ability to demonstrate, etc., and recessive factors fro m school, fa mily, society and so on.Therefore, to conduct moral education in rural pupils' leisure time requires a joint endeavor from schools, society and family. Only when we keep the goal of leiducation in clear focus, and give an ensemble consideration of its principles, content, methods and approaches, can we improve the quality of their leisure life and leisure moral education step by step.