Research On The Moral-education School-based Curriculum Development Of Rural Primary Schools In Ethnic Impoverished Areas

The ideological and moral situation of ethnic pupils those live in ethnic impoverished areas, not only have the direct bearing on the primary physical and mental health, but also the quality of the entire population, and even the country's future and destiny. In the context of new curriculum reform, It is consistent with the call of the times that research the moral education of school-based curriculum development of the rural primary schools in ethnic impoverished areas. In the period of social transition, the rural primary school's moral education in ethnic impoverished areas are facing many new challenges, urgent need of the effective methods and strategies which can solve the moral education school-based curriculum development of rural primary schools in ethnic impoverished areas.This is to improve effective the moral education of rural primary schools in ethnic impoverished areas, and even it is practical significance that promote the moral reform and development can not be ignored. The moral education of school-based curriculum development of rural primary schools in ethnic impoverished areas that refer to is process in which refer to individual teacher, some teachers or all teachers under the guidance of the national and local promulgated moral framework, analysis that the differences of moral development and the actual demands of the students specific ideological in where the school or the grade or the class , then make the use of the excellent moral educational resources (human, financial, and material) for a new one which applies to students on the development of that Includ political, moral, ideological and psychological quality, and comprise of courses organization, implementation and evaluation in the school.In this paper, carding and drawing on Piaget's and Kohlberg's moral development theory, post-modern perspective on curriculum, national educational theory, school-based curriculum development theories to explore the theoretical basis of the moral education of school-based curriculum development. Point of view is as follows: moral education need is to cognition, emotion, will, action combined into one; Minority Students psychological and moral impact of national culture are the main factors; curriculum development need to enhance the awareness of opening up, to be creative and pay attention to situations of moral education and student's personality difference, so that moral education for their students become a self-organization process; social practice is the best means of moral education. Meanwhile, in order to understand the actual situation,designed of questionnaire for teachers that is about the development of school-based curriculum on moral philosophy, target design, content selection, implementation strategies, evaluation methods, development and countermeasures and so on. Chose the status of moral education school-based curriculum development of rural primary schools in Longsheng Various Nationalities Autonomous County as the investigation object, and interviewed with some of the parents, students, teachers and school leaders. According to statistical data from the collection questionnaires and information obtained from interviews to analysis the real issues of primary school-based curriculum development in moral status and attempt to look into the reasons. Find out: 1, Teachers lack of knowledge on moral education of school-based curriculum development; 2, The school moral education lack of family and social support; 3, The school moral education limited effect With the indoctrination methods and means of control; 4, Lack of a reasonable moral evaluation system; 5, There is no make full use of resources on the moral education school-based curriculum, lack of funds for moral education of school-based curriculum development.From students psychological characteristics, teacher capability and school conditions in rural primary schools in ethnic impoverished areas, combined basic theories of moral education school-based curriculum, put forward five principles of the moral education school-based curriculum development that is the principle of openness, subjective, entity, characteristics, feasibility.Finally, comprehensive the results of fieldwork and the theory of the moral education school-based curriculum development and the principle of curriculum development, proposed strategy of the moral education of school-based curriculum development of the rural primary schools in ethnic impoverished areas. Mainly elaborated that targeting strategies, content selection policy, implementation strategies, evaluation strategies. Targeting strategies include the type of targets, sources and screening requirements, that the process should be designed for more procedural moral objects. The content selection strategy consists of three steps: collect, filter, organize. According to the national culture, natural environment and human resources preparation of course content by a variety of ways of removing, updating, subdivision, integrating etc. Implementation strategy includes seven aspects: 1, Establishment a moral education of school-based curriculum development teams; 2, Strengthening teacher training; 3, carry out the "School-School Cooperation "; 4, carry out the "home-school";5, Diversification of teaching methods;6, Strengthen primary school moral hidden curriculum building;7, development funds are in place and earmark. Evaluation strategy reveals the shortcomings of the existing moral evaluation methods, and then proposed formative evaluation, qualitative evaluation and multi-agent evaluation.Analysising the differences of moral development of the students is the driving force of the moral education school-based curriculum development It should also meet the moral development needs of students in ethnic impoverished areas and the professional development needs of teacher. we believe that the moral education school-based curriculum development not only to develop school-based moral education resources, but also strengthen division of labor and cooperation among parents, communities, schools to integration schools, families, social and moral. This only way to make the curriculum effective, the moral education school-based curriculum development welcome by teachers, students and parents in ethnic impoverished areas.Innovations of this article is: first, the status of moral education of school-based curriculum development of rural primary schools in ethnic impoverished areas had done a more complete analysis and discussion, to fill the gaps in research in this area. Secondly, from the actual needs forward-looking manner to national primary school moral education in poor rural areas of school-based curriculum development research. Third, To find theoretical support and provide an effective strategies of action for the moral education of school-based curriculum development of rural primary schools in ethnic impoverished areas.