| The growth of an individual cannot be separated from the accumulation of moral qualities.Sense of responsibility,as the core existence of morality,promotes the socialized growth of children and becomes the internal driving force for promoting their comprehensive development.Childhood is the embryonic stage of values formation,and strengthening responsibility education is beneficial for children to clarify their responsibility identity and the mission they need to shoulder.However,most of the existing research focuses on groups with well-developed cognitive development,neglecting primary school students during the foundation period of sense of responsibility.At the same time,the research subjects are relatively broad and do not differentiate the differences in children’s sense of responsibility growth based on different situations.Scholars’ research has shown that disadvantaged children have some problems in the process of moral development due to the special nature of their family composition,and when externalized in behavior,there is a phenomenon of dereliction of duty and misconduct.This group is in a disadvantaged position in society and should be given more attention.This study defines disadvantaged children from a family perspective.Based on the logical accumulation of concepts related to disadvantaged children and their sense of responsibility both domestically and internationally,the core concepts and the internal logic of the development of children’s sense of responsibility have been clarified,and the theoretical foundations of children’s philosophy theory,Kant’s ethical thinking on responsibility,Piaget’s responsibility theory,and Kolberg’s concept of moral development stages have been established.Improve the questionnaire based on the perspective division characteristics of sense of responsibility and distribute it to students and teachers in grades 3 to 6 of three primary schools in Tongliao area.After collecting and analyzing data,it was found that disadvantaged children’s cognition of their responsible roles remained shallow,their emotional expression of responsibility was weak,their willingness to take responsibility was not strong,and their enthusiasm for responsible behavior was not high.This article analyzes the reasons for the lack of sense of responsibility among disadvantaged children from four dimensions: family education,school education,social education,and characteristics of children’s physical and mental development.Based on this,in the suggestion section,the upper concept of responsibility-the essence and purpose of morality-was first demonstrated,the formation mechanism of responsibility was analyzed,and the multiple responsibility identities of disadvantaged children were clarified.Subsequently,practical suggestions are proposed to link the development characteristics of disadvantaged children to achieve responsibility education through multiple channels,strengthen the construction of a collaborative education mechanism between family,school,and society,and promote the comprehensive development of children. |
