被关怀是人性的普遍欲求，也是人的最基本的需要之一。离开他人或社会的关怀或恩泽人将无法生存和发展。每个人都渴望处于关怀关系之中。被关怀者即体验到自己处于被关怀的状态下的人。在关怀关系中，被关怀者接受关怀有三个阶段，即觉知关怀、认可和接纳关怀、回应关怀。根据现实生活中被关怀者接受关怀的不同表现，论文把被关怀者划分为接受-占有型被关怀者、社会退缩型被关怀者、回应-创发型被关怀者。回应-创发型被关怀者是成熟的被关怀者。被关怀者品质就是指被关怀者对待关怀者及其周围环境的比较稳定的态度，这种态度表现在他与关怀者交往的行为中。一方面，当关怀者付出关怀时，被关怀者能积极认可和回应；另一方面，当关怀不在场时，他仍能主动关心关怀者或关心其他人（或物）。被关怀者品质的形式要素主要包括被关怀敏感性、感激（恩）和关怀，它们分别是被关怀者觉知关怀、认可和回应关怀、回报关怀的品质。被关怀者品质的内容要素主要包括孝敬、友爱、尊重、负责，它们分别是被关怀者在面对父母、朋友、老师（或上级）、社会等的关怀时表现的道德品质。具有被关怀者品质的人对他人的关怀敏感、善于移情，在认知方面具备正确的自我观和合理的应得观，同时，他们善于表达自己感受和需要，具备人际智力、意志力、反思和领悟力以及感激能力和关怀能力。当今青少年大多数是独生子女，他们更多地享受着他人和社会的关怀。然而，他们的被关怀者品质却很欠缺。除了青少年儿童自身的原因外，家庭教育和学校教育的不当和社会不良环境的影响都与此密切相关。培养青少年儿童的被关怀者品质首先要为他们创建一个从关怀型家庭、到关怀型学校到关怀型社会的环境，使青少年儿童享受到连续的一贯关怀。父母和教师要成为真正的关怀者。学校要为学生创设一种以关怀为特征的文化氛围。社会也要为青少年儿童营造一种人与人彼此关怀、相互尊重和信任的和谐空间。被关怀者品质的培养需要教育者通过一定方式唤醒青少年儿童被关怀的体验，让其感受被关怀，进而引导其理解他人的关怀。有了被关怀的体验和理解，被关怀者就会自发产生感激之情，这种感激之情会促使被关怀者做出回报关怀的行为。被关怀者品质的培养目标是关系性自我，培养内容包括被关怀敏感性、感激（恩）意识、关怀能力等。同时，孝敬、友爱、尊重、负责等几种重要品质也是被关怀者品质培养的重要方面。

ABSTRACTBeing cared for is the universal desire and one of basicest needs of humanity. Without others’ or society’s caring, a man will not be able to survive and grow up. Everyone is in being cared or caring for others. The cared-for is the person who recognizes he is in the state of being cared for. In the caring relation, on one hand, the cared-for should respond to the caring of the carer, On the other hand, he should care actively for the carer, and if mature enough, care for other people or other things, too. There are three stages where the cared-for accept caring, which are perceiving caring, admitting and accepting caring, and giving response and giving back caring. According to the performance of the cared-for in the real life, the paper divides the cared-for into three types, which are the type of receiving-possessing, the type of withdrawing from society, the type of responding-giving. The responding-giving cared-for is a mature one.The quality of the cared-for means the steady attitude in which the cared-for treat the carer and the surrounding environment. The form factors of the qualities of the cared-for include the sensitivity of being cared for, gratitude and caring, the quality of perceiving, recognition, and giving response to the caring of one-caring respectively. The elements of content include filial piety, friendship, respect, responsibility. They are embodied in the caring parents-child relationship, caring friendship, caring leadership and the caring individual-society relationship respectively. The ones who have such quality are sensitive and good at empathy in emotion. They have positive self-concept and reasonable view of deserving in the cognition. At the same time, they are good at expressing their feelings and needs, and they have interpersonal intelligence, willpower, and perceptive reflection, and the capacity of gratitude and caring.Now most of young people are the only child in the family. They enjoy more caring from others and the society. However, they lack in the qualities which the cared-for should have. In addition to their own factors, the improper education from family and school and the influence of adverse social environment are also closely related.To cultivate the young people with the qualities the cared-for, an environment should be created which includes the caring-family, the caring-school, and the caring-society. In this environment, young children can enjoy continuous and consistent caring. Parents and teachers should become the true caring person. School should create a cultural atmosphere which characterized as caring. The society should create a harmonious space which has mutual caring, respect and trust between people.It is important that the educator awake young children’s experience of being cared, and then guide them to understand others’ caring, if the educators want to cultivate adolescents in the quality of the cared-for. With such experience and understanding, the adolescents spontaneously produce the emotion of gratitude. This emotion will prompt them to make return caring behavior to those one-caring. The goal of the cultivation is relational self. The content includes sensitivity of being cared, the awareness of gratitude (thanksgiving), and the capacity of caring and so on. And at the same time, filial piety, friendship, respect, responsibility etc are also the important aspect of cultivation.