Research On The Ideological And Moral Education Of Left Behind Children From The Perspective Of Space Justic

Since the 18th national congress of the Communist Party of China(CPC),General Secretary Xi Jinping has repeatedly put forward the idea of making China a powerful country in terms of education,and called for a clear strengthening of basic education,especially in poor areas,so as to lay a foundation for the promotion of quality-oriented education.However,the development gap between regions,urban and rural areas and other different areas is still widening,and the educational injustice of left-behind children has become a prominent issue.The ideological and moral education of left-behind children is an important part of the educational justice under the unbalanced development of space.Whether the ideological and moral education of left-behind children can be carried out scientifically and effectively is closely related to whether the quality education of left-behind children can be effectively promoted and whether the basic education of China follows the principle of fairness.The research results of left-behind children at home and abroad are fruitful,but there is a lack of space exploration and space construction to make up for the deficiency in ideological and moral education of left-behind children.The research on the ideological and moral education of left-behind children from the perspective of spatial justice adopts the questionnaire survey method,and on the basis of which,the ideological and moral education of left-behind children and migrant children,rural left-behind children and urban left-behind children are compared and analyzed.The first chapter begins with a clear definition of the research situation at home and abroad,and leads to a simple interpretation and analysis of the perspective of space justice,as well as a simple definition of the concept of left-behind children.The second chapter directly focuses on the theme,and finds that left-behind children,especially rural left-behind children,have worse cognitive ability of right and wrong,more severe emotional dependence on their parents,weaker willpower,and are more prone to impulsive behaviors.Its moral education also shows the particularity of the dislocation of the structure of family moral education,the imprecision of the space of school moral education and the imbalance of the space of social moral education.The third chapter traces back to the source,from the economic,political and cultural aspects,the reasons for the ideological and moral education of left-behind children are attributed to the obvious disadvantages of ideological and moral resources in poor areas,the formation of institutional barriers under the differences in urban-rural structure and household registration,and the existence of cultural discrimination and conflicts underthe differences in spatial culture.The fourth chapter addresses the specific situation.On the one hand,it starts from the economic development in poor areas,the elimination of spatial mobility system barriers,and the construction of spiritual civilization space for left-behind children,so as to create a fair and just moral education environment,promote both urban and rural development and regional development efficiency and fairness,and realize the "environmental" justice of moral education space.On the other hand,we should promote the positive interaction among the country,society,schools and families,realize the integration of ideological and political courses in universities and primary schools,and solve the ideological and moral education of left-behind children from top to bottom.To explain the ideological and moral education of left-behind children from the perspective of space justice is conducive to the construction of educational justice and space justice theory.To promote the implementation of quality education for left-behind children;It is conducive to the all-round development of left-behind children's morality,intelligence,physique and labor.