The Study Of Moral Education For The Left-behind Children

The economic booming in China increased the gap between rural and urban areas, causing a tide for families leaving home to seek better job opportunities. Due to some realistic or economic reasons, most of the parents left their children behind in town, supervised by other relatives. Thus a special group--the left behind children--emerged. Without the supervision of their own parents, these children are more vulnerable to some problems, such as being apathetic to others'lives and even being careless about their own lives. So the research into the life value education of the left behind children is meaningful. It can draw the public's attention and meanwhile can be salutary to the physical and psychological health of the left behind children.In order to solve the life value education problem for the left behind children, we should start from the ultimate meaning of life value education, and specially analyze the theory proofs in order to get the content, principle, objectives and meanings of the life value education for the left behind children, to the full extent. We should investigate the fulfillments in this research area, and spot the existing problems which can be the problem regarding the insufficient focus on this education objects, the left behind children's apathetic altitude towards life value education, the deficient education resource and the lack of social guidance and supervision legislations. According to these problems, we can then analyze the causes which can be the negligence to the life value education need of the left behind children, the devoid situation of parent education, the deficient education resources of the areas that these children living in and the weak influence of the public's guidance and supervision. Due to these reasons, the solutions can be raised in four aspects. The first is that we should focus on the anticipation of the left behind children in our life value education process. The second is that we should reinforce the function of parent education. The third is that we should allocate more education resources to these areas. The fourth is that we should heighten the function of the social guidance and supervision.However, by now the research on the life value education of the left behind children has some deficient points due to the lack of statistic data, meaning that the strategies promoted here may vary from areas. In the further research, we can produce a thematic dataset extracted from national statistical data. Then we can design a practical investigation method to get a full understanding of the current life value education conditions in different districts. According to these data, it's likely to solve the district limitation of this research and raise practical solutions for life value education of the left behind children in different districts.