Due to the unbalanced economic development in different regions of our country, driven by the rapid development of market economy, the number of rural surplus laborers who go to cities to change their living conditions is increasing day by day. Most of them go out together with their husbands and wives, and they can't take their children to school due to economic and household registration reasons, resulting in the problem of "left-behind children". Left-behind children in rural areas have also formed a huge special group. This paper investigates and analyzes the problems existing in the education of rural left-behind children in Chaling County, and on this basis, puts forward some countermeasures and suggestions to strengthen the education of rural left-behind children.
Keywords:: education of left-behind children in rural areas
With the transfer of rural surplus labor force to cities in China, a special group: left-behind children has formed in rural areas due to large-scale population flow. Most of these children rely on grandparents, aunts, uncles and even brothers and sisters to monitor them. This paper makes a serious investigation and analysis on the problems existing in the education of left-behind children in rural areas of Chaling County, and probes into some countermeasures for strengthening the education of left-behind children in rural areas for reference.
Chaling County covers a total area of 2,500 square kilometers, governs 20 townships and 2 offices, and has a total population of 594,000. The potential surplus labor force reaches more than 1 10000, and there are about 23000 left-behind children below 14, accounting for 3.87% of the total population of the county. It is found in the survey that nearly 70% of parents go home less than twice a year, and some even go home 1 time in several years; Nearly 32% of left-behind children talk to their parents less than 1 time per month. Due to the lack of family care and correct family education, the growth and development of left-behind children in rural areas often deviate from the normal track in terms of thought, behavior, personality and psychology, which brings great problems to school education and makes school leaders, class teachers and classroom teachers feel very embarrassed.
First, the main problems in the education of "left-behind children" in rural areas:
(1) Lack of affection. It is the most serious and realistic problem that parents work outside the home, resulting in the lack of affection for left-behind children. Due to the absence of parents, left-behind children have long lacked family comfort and care, often lacking sense of security and poor interpersonal skills. At the same time, according to the survey, most left-behind children show anxiety about family economy, parents' health and safety. I don't want my parents to work outside the home all the year round. The older I get, the stronger I care about my family and parents, and the less satisfied I am with my life. The proportion of left-behind children who have obstacles in interpersonal communication, personality characteristics, life feelings, life ideals, cooperation spirit and academic performance has increased significantly.
(2) personality defects. Because parents who go out to work travel all the year round, they go home less often, have less contact with left-behind children, and lack sufficient attention and guidance for their children's growth. Teenagers are at the turning point of emotional and personality changes, separated from their parents for a long time. The survey shows that these left-behind children, grandparents and other adults think they have nothing to say or don't want to talk to them at all. They envy those children who can sing, dance and tell jokes. They are just an audience in the crowd. This long life has formed their sense of loneliness. These children were separated from their parents for a long time when they were young, and the unstable family environment made them feel insecure and belonging, which brought 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 tension can easily make them introverted, inferior, pessimistic and withdrawn. In addition, among the left-behind children, there are more doting parents. The main reason is that the guardian at home can't control it, dare not control it, and won't control it. Some even accept supervision tasks in a helpless situation, so that they just help manage children's food, accommodation and pocket money, which is not good for children's study and research.
(3) Psychological disorder. The survey data shows that the guardians of left-behind children are less involved in their mental health problems and pay insufficient attention. Primary and secondary school students are in a period of rapid physical and mental development. They have unique knowledge and understanding of their own changes, academic pressure and interpersonal communication. There have also been many troubles and conflicts. At this time, they need to be comforted and confided by their families, and their guardians have no time to take care of their emotional changes and emotional changes. This situation is extremely unfavorable to their mental health, causing psychological problems such as emotional fragility, self-abandonment, lack of self-confidence and pessimism. Especially after entering adolescence, some children's psychological problems are more prominent, such as difficulties in learning, confusion in making friends and confusion in adolescence, so that they can't find a window for psychological venting. In the survey, we asked some left-behind children, "Have you ever quarreled with teachers at school or at home?" In the answer, almost all the children said they had quarreled, some even quarreled with adults and teachers, and some children said they were tired of their present life and didn't want to study.
(D) Behavior deviation, children and adolescents in compulsory education have poor self-discipline ability. Because parents are not around, the relationship between children and guardians is quite special. As long as you don't make big mistakes and nothing serious happens, guardians generally adopt an approved attitude towards children's behavior. Due to the lack of timely and effective restraint and discipline, some left-behind children will be undisciplined and go their own way, resulting in behavioral deviations. The survey found that many left-behind children don't listen to their grandparents' instruction at home, have poor moral quality at school, don't abide by rules and regulations, and often come late, leave early, play truant, lie, fight and bully their classmates. Some of them are obsessed with internet cafes, game halls and billiards rooms, and even mix with some undesirable elements in society. Guardians, parents and schools all find it difficult to control the behavior problems of left-behind children. For example, seven boys (all left-behind children) in the seventh grade of a school turned out the school wall in the middle of the night, went to a hotel in the county for the night, played video games online and skipped classes.
(5) potential safety hazards. For left-behind children with poor adaptability to the environment, weak ability to distinguish right from wrong and weak self-control, it is very important to strengthen safety protection. However, due to the "vacuum" in the safe connection between schools and families, schools can't cover everything, and guardians generally lack the awareness of safety protection and the ability to prevent and protect, which leads to the emergence of safety problems such as left-behind children being injured or injured. Among the left-behind children surveyed, 3.5% have had accidents such as electric shock, fighting and extortion.
(6) poor performance. On the one hand, the parents of floating population do not have high expectations for their children. In the survey, it is found that many migrant workers subconsciously think that rural children are unsuccessful in their studies, and position their children's studies on completing nine-year compulsory education and their future careers on going out to work. As a result, parents don't ask their children's grades at all. They think that as long as children go to school every day, they can complete nine-year compulsory education. On the other hand, guardians rarely ask about the learning situation of left-behind children, which is quite different from their ideas. There are obvious communication barriers and many disadvantages in education. In addition, they also undertake housework and farm work in the field, and have no time and energy to pay attention to their children's study. They think that as long as the children are safe, their responsibilities will be fulfilled. And parents can't blame children and their guardians. Since then, the discipline of these left-behind children has become more and more lax and their academic performance has become worse and worse.
Second, measures to strengthen the education of left-behind children in rural areas
1, we should give full play to the educational role of parents.
As parents of children, if they go out to work, they must properly arrange the lives of left-behind children; Choose qualified guardians and pay attention to children's growth.
(1) Communicate with children more, try to make sure to talk to children on the phone every week, talk to children more, communicate with children more, and pay more attention to their psychological, emotional and spiritual needs.
(2) Take the initiative to contact the teacher, often contact and talk with the teacher, and learn more about the child's situation at school. At the same time, you can talk to the teacher about how to educate your child, so that you can know your child's learning and psychological problems in time.
(3) Try to take time out, often go home to see, keep abreast of children's study, life and psychological changes, and better promote their healthy growth.
2. Give full play to the educational role of schools.
The school where the left-behind children are located should set up a mental health consultation room, hire professional psychological teachers, offer mental health classes, and hold regular lectures on mental health education for students. Help left-behind children to solve the problem of no one to talk to and let them open their hearts through psychological counseling and whispering mailbox. The head teacher should be more caring, responsible and enterprising, and pay attention to this special group. First, it is necessary to establish a "left-behind children" file to understand the child's personality characteristics, birthday, parents' contact address and telephone number, preferences and guardians. Second, we should strengthen communication with these children at ordinary times, so that they can feel the warmth of the school and the warmth of the teachers. The third is to build a parent-child communication platform for left-behind children, so that left-behind children can have more contact with their parents. According to the survey, Yaopi Central Primary School and Yu Fang Central Primary School in Chaling County have set up parent-child video QQ and QQ group for left-behind children, which have built a good platform for mutual communication among left-behind children, and organized video conversations between left-behind children and their parents regularly on weekends, which greatly promoted the healthy growth of left-behind children.
3. Create a good educational environment.
As a government, it is an important task for the government to pay attention to the growth of this special group of left-behind children. First, these left-behind children can be provided with necessary support. For example, some parent-child activities jointly carried out by the school and the government and other meaningful special activities. Second, the government should strengthen the management of the educational environment around the campus, maintain the normal teaching order of the school, especially carry out regular and irregular inspections on the Internet cafes, electronic game rooms, billiards rooms, entertainment dance halls and bars around the school, and strengthen the management of incidents that endanger the safety of schools and students. Third, it is necessary to strengthen the supervision of unhealthy teenagers around the school and not to bring psychological panic to these psychologically fragile left-behind children.
4. Accelerate local economic development and increase local employment opportunities for farmers. In the survey, we found that many parents of left-behind children said that they were old and young. If there is a job suitable for them in their hometown, they don't want to wander outside and endure the pain of separation. Going out to work is really helpless. As a government department, it should improve the investment environment, increase investment attraction, do everything possible to increase employment, and let more farmers find jobs nearby, so as to achieve the goal of "earning money to support their families and educate their children", thus reducing the number of left-behind children and creating a family and social environment conducive to their healthy growth. I think this is the fundamental measure to finally solve the problem of left-behind children.
It is urgent to solve the education problem of left-behind children, which is not only related to the construction process of new socialist countryside, but also to the stability and development of the whole society. How to educate and cultivate these left-behind children should be the responsibility of the whole society. I believe that as long as we work together, give them a ray of sunshine, give them a little warm care, and let children who are far away from their parents truly feel that they are loved, protected and difficult to help, these left-behind children will certainly grow up healthily like other children.
References:
(1) Tian. Reflections on the education of "left-behind children" in rural areas [J]. Contemporary Education Forum .2006.
(2) High subglacial ice. Cause analysis and countermeasures of psychological development problems of left-behind children in rural areas [J]. Teaching Management, 20 10.
③ Li Jia, from Feng Liting. Environmental factors affecting the psychological development of left-behind children in rural areas [J]. Journal of Guizhou Normal University: Social Science Edition, 2008.