First, the current education status of left-behind children in rural areas
According to the recent survey data of Sanshu Central Primary School in Huaiyin District of Huai 'an City, the author shows that left-behind children in rural areas account for 36% of the total number of students, and this situation is increasing. Because the parents of the left-behind children are away for a long time, they can't take care of the children. Most of them are taken care of by grandparents, and a few are taken care of by other relatives. Due to various reasons, the supervision of left-behind children in education is weak or even ignored. In addition, left-behind children generally have low academic performance in school because they have no parents' company and constraints for a long time and lack a good learning environment. Left-behind children with poor academic performance have formed the psychology of broken cans and broken falls. At the same time, because teachers have heavy teaching tasks and heavy housework burdens, they have no more energy and time to pay special attention to those left-behind children.
Second, the main problems in the education of left-behind children
First, the supervision of family education is weak. On the one hand, families whose parents are away from home can't help their children solve their learning problems because their grandparents have low educational level and some can't even read. On the other hand, in a family where one parent is at home, the one who stays at home has little time and energy to pay attention to the children's study, because he undertakes all the housework and field work.
Second, the educational attitude is negative. Most left-behind children live in rural families with low productivity and underdevelopment. Their parents' cultural quality is generally low, and they lack enthusiasm and initiative in investing in their children's education. Some farmers have a primitive idea in their hearts:? As long as children are healthy and grow up healthily, they can still work to earn money. ?
The third is the lack of school education. First of all, some teachers are biased against left-behind children in concept. Most teachers believe that it is more difficult to educate left-behind children without their parents. Many teachers seldom communicate with their children's guardians because of the heavy academic burden, and it is difficult to educate their children because they are not clear about their situation. Especially after the fifth and sixth grades, left-behind children in rural areas spend most of their weekends in internet cafes and game halls because of the lack of supervision by guardians, lacking attention and care. In addition, the rural education service system has not yet been established, and left-behind children can't attend classes to cultivate their special interests like urban children, nor can they participate in family activities with their parents, which seriously weakens the role that social education should play in the education of left-behind children.
Fourth, the department has not paid enough attention. In recent years, local government departments have increased investment in rural school infrastructure, effectively improving the conditions for running schools. However, the education of left-behind children in rural areas has not attracted enough attention. Because there is no preferential policy, many left-behind children can't go to school near their parents' work. In addition, the construction of boarding schools in remote rural areas is not strong enough, and many left-behind children go to school. At the same time, there is no effective management method for the education and management of left-behind children.
Third, suggestions to solve the education problems of left-behind children in rural areas
First, further increase the investment and management of rural education. It is hoped that government departments will further reform and improve the rural education mechanism, increase investment in rural education, vigorously improve the rural education environment, pay more attention to rural education and change the backward situation of rural education. At the same time, it is necessary to ensure the rational flow of labor force, formulate preferential policies, and accept left-behind children to go to school near their parents' workplaces. In addition, we should strengthen the construction of rural boarding schools, effectively educate and manage the left-behind children, and do our best to provide a good growth environment for the left-behind children.
The second is to further strengthen the family education of left-behind children. Family education is the foundation of children's lifelong growth. Parents should give guidance and care to their children during their growth, whether they go out to work or not. First of all, in the arrangement of going out, parents should try their best to keep the family function intact, both parents should try not to go out to work at the same time, increase the frequency of going home during going out, and improve communication with their children through various communication tools; Parents and guardians should keep in touch with the school regularly, keep abreast of their children's life and study, create a good learning space and atmosphere for their children, give effective educational guidance and emotional care to left-behind children, and let them feel the care of their parents and the warmth of their families.
The third is to further strengthen the education management of rural schools. How should schools solve the educational problems of left-behind children in rural areas? The protagonist? First, the school's educational philosophy should shift from simply pursuing the enrollment rate to pursuing the all-round and healthy development of all students. Second, the class teacher should give these left-behind children special care, care more about them, let them feel the warmth of the class collective, and make up for the damage caused by the lack of parent-child relationship to the maximum extent. Third, establish personal files of left-behind children, keep abreast of their study and life, and nip the problems that happen to them in the bud. Fourth, open a home-school hotline to facilitate parents to know their children's study and life at school in time and quickly. The fourth is to further improve the education and guardianship system for left-behind children in rural areas. Members of the education monitoring system can be composed of retired teachers, young volunteers and some full-time staff. It can build a communication bridge between family, school and society, so that left-behind children can grow up healthily with the common retention of everyone.
Study on the Education of Left-behind Children in Rural Areas (II) With the continuous acceleration of the modernization process in China, population migration and mobility have become increasingly frequent in the process of social transformation and urbanization. At the time of the 2000 census, the floating population in China exceeded 1 100 million. In rural areas, the surplus labor force moved to cities on a large scale, and a large number of young and middle-aged people went out to work, leaving their children at home, thus forming a large number of left-behind children in rural areas.
These children have been separated from their parents for a long time when they were young, and the unstable family environment makes them feel insecure and belong, which brings them a strong sense of loneliness. Because of their lack of emotional dependence and introverted personality, they will appear weak and helpless when they encounter some troubles, and over time they will become unwilling to communicate with others. Long-term reticence, reticence, anxiety and nervousness can easily make these children form withdrawn, inferior and closed psychology. Such children are naturally weaker than other children in interpersonal communication and self-confidence.
In learning, many left-behind children have no clear learning motivation, are not aggressive and have a strong thirst for knowledge. They either study for their parents or go out of their hometown, which affects their study stamina and grades. Due to the lack of parental supervision, left-behind children have poor study habits and weak self-control. When learning difficulties, you can't bear too much pressure, which leads to the loss of interest in learning. Through the observation of primary school students around us, it is found that 80% students have a bad learning attitude and lie and cheat. The vast majority of these children have lost good supervision in their studies because their parents go out and live with their grandparents, and their learning attitude is gradually lax and incorrect, and some even appear to be late, fail to hand in their homework and lie.
Emotionally speaking, most left-behind children are raised by other generations or entrusted to relatives, and cannot be carried out with their elders.
Effective communication, emotional lack of care, easy to produce psychological barriers, some children are introverted, suspicious and unsociable, they do not want to associate with others, live in a narrow self-space, are indifferent to everything outside, and are indifferent to others and the collective; Others are grumpy, impulsive, rebellious, don't listen to any teaching, or are too naughty; Some children have anxiety and depression symptoms. A few left-behind children think that their families are poor and their parents are incompetent, so they will go out to work to earn money, which will lead to resentment and extreme thoughts. Some children alienate their parents after returning home, which leads to emotional alienation. It is difficult for them to establish a correct outlook on life and values, and they are at a loss about the future. Most children are not enterprising, and their discipline is lax. Coupled with the lack of family education, their academic performance is generally poor. They gradually play truant and drop out of school, so that they flow to society prematurely.
It can be seen that even if we give them enough material and life care, we can't cultivate their positive and correct self-awareness. Left-behind children will have poor self-control and self-restraint ability. If the teacher is negligent in discipline and there is no parental supervision, the result can only be laissez-faire. There are also some children whose self-esteem and self-confidence are seriously affected after being criticized by their teachers. They think that they have no one to love, only shortcomings and no advantages, and they are lonely people. These children will be extreme. Therefore, schools and families should attach importance to the formation and cultivation of students' freedom consciousness.
In the final analysis, the reason for these children is always the lack of parental care. As teachers, we need to guide children to develop healthy psychological consciousness as much as possible. In view of these problems, schools should carry out effective mental health education for left-behind children. Here are some countermeasures.
First, feel the warmth of the collective and improve your love.
People's growth is inseparable from group life, and the growth of individuals is closely related to the development of groups. For example, put excellent students together or sit at the same table with them and establish? Interest groups? Development? Learn to hold hands? And other activities, so that they really feel the warmth of the collective, so that they are no longer lonely, stressed, insecure. Help them cultivate correct self-experience and understanding to improve their love.
Second, tap children's potential and improve their self-confidence.
Help children find their own intellectual advantages, let them make a correct evaluation and judgment of themselves, form a good sense of self-efficacy and enhance self-confidence.
Third, establish a complete psychological file of left-behind children. Psychological files mainly include the following contents: left-behind children
Children's personal hobbies and specialties; Physical condition; The family's economic situation, family atmosphere, parents' educational methods and attitudes, and the relationship with parents and guardians; Academic achievements, attitudes and habits; Ideological and moral character, behavior habits; Teacher-student relationship, peer relationship; Personality types and characteristics, temperament types and characteristics, what are the characteristics of personality psychology, and what are the good and bad qualities in personality psychology. Only in this way can we know the child's psychological state in time and provide targeted counseling.
Fourth, strengthen the guidance and help for parents. Through parent-teacher conferences, parents' symposiums, telephone contact with parents, and timely home visits when parents go home, we will establish communication channels for school and family mental health education, optimize the family education environment, guide and help parents of left-behind children to establish correct educational concepts, promote the establishment of parent-child relationship, and let parents and classmates cooperate to educate left-behind children.
Fifth, establish the position of mental health education in schools by offering mental health activity classes. Mental health activity classes should integrate knowledge, interest, participation and operation, and help left-behind children improve their psychological quality in an all-round way through games, scene creation, role-playing and discussion. The key points mainly include: the establishment of good self-awareness, the establishment of good interpersonal relationships, the reasonable adjustment of emotions, and the cultivation and guidance of frustration tolerance. In addition, psychological mailbox, telephone consultation, letter consultation, parent-child hotline, psychological consultation room, mental health column, blackboard newspaper, etc. should be set up regularly to establish mental health education positions and make mental health education routine.
In addition, teachers should subtly help these special rural children to establish a correct outlook on life, values and world outlook in their usual conversations. Let them know that life cannot be smooth sailing and perfect. On the contrary, success through setbacks and hardships has higher and far-reaching value. Teachers should help them set up lofty ideals, courage and tenacious will to fight for life.
The healthy physical and mental development of left-behind children is the common hope of all, and it needs the joint efforts of the whole society to care for them. As a school, we should shoulder this important responsibility and make every left-behind child reach the mental health standard of normal intelligence, emotional health, sound will, coordinated behavior and interpersonal adaptation through various ways and means.