The purpose of this study is to investigate the junior high school students´ helping behavior. Both emergency and non-emergency situations were arranged, and 320 subjects were divided into two groups. The experimental group were observed in real helping situation, and the control group were asked to fill out questions of hypothetic situations. The main findings in this study were presented as follows: 1. The helping action:(1) The ratio of aiding the physically handicapped in non-emergency situation was much more than that of saving the weak in emergency situation. (2) The correlations between helping action and deontic choice, judgment of responsibility, helping cognition, helping affection were different in situations. (3) The first reason to give help was sympathy, the second was conscience, to be followed by reciprocity, comformity, empathic pain. (4) The methods to help, the reasons and responses for not giving help were different in situations. (5) The subjects felt good if extending help, but felt bad if not extending help, especially the girl students and the experimental group. (6) Positive reinforcement promoted the helping behavior. 2. The helping decision:(1) The factors of sex, immanent justice, religious activity, and social norms of the helper didn´t affect the helping action. The factors of birth order, helping tendency, self-image, and perception of ability affected half of the subjects’ helping behavior. (2) The factors of familiar, reciprocal, and compensatory relations between the potential helper and the recipient reinforced the helping decision. The girl students who met the opposite sex were hard to make helping decision, but easy to do so through compensatory relations. (3) The factors of help seeking behavior, dependency of the recipient, the foot-in-the door phenonmenon, observation of the model and positive mood of the helper reinforced the helping decision. The girl students´ helping decision was much affected by the observation of model, and diffusion of responsibility than the boy student´’. 3. The helping education: (1) The significant persons in helping education were parents, peers, and teachers. (2) The point of emphasis of helping education was cultivating empathy and courage and promoting the friendship and relations. (3) The helping models of parents, the assignment of responsibility in group, the mutual helping and encouragement among peers, the teaching of basic virtues, the demands to do one good deed a day, the praise of r good people and good deeds]´ the report of helping events, and the promotion of courtesy movement could increase the helping behavior. But the safety education decreased half of the students´ helping behavior. (4) The best method to cultivate helping behavior was modeling combined with teaching at home, and role playing in the classroom. Finally, some suggestions about moral. education were postulated.