At present, the guardianship of left-behind children in rural areas is seriously inadequate, and there are mainly the following problems: First, the responsibility of temporary guardians is unclear. Guardians, whether grandparents or other relatives and friends, understand their temporary guardianship responsibility as letting children eat and wear warm clothes without accidents. Pay more attention to raising than teaching, pay more attention to body than psychology, and ignore children's physical and mental health and all-round development. Second, the educational energy of temporary guardians is not enough. Most left-behind children are taken care of by grandparents, and their guardianship responsibilities are shallow. Third, the educational ability of temporary guardians is insufficient. In particular, due to the lag of the concept and method of educating children by ancestors, there has been an obvious educational tendency of pampering and letting go. At the same time, most of these ancestors are elderly people with low cultural quality, most of them are illiterate, and they can hardly help their children learn and carry out education in legal system, safety and health, which seriously affects the educational situation of left-behind children. Fourth, single-parent education is not good for children's growth. One parent goes out to work, resulting in "lack of father education" or "lack of mother education". For example, children whose fathers go out show timidity and are not as confident and diligent as children in normal families; Children whose mothers go out are not careful, not as kind and considerate as children in normal families, and have good life and study habits. Fifth, spiritual care is obviously lacking. Because parents go out and some don't return for several years, left-behind children lack the care of their parents since childhood. They become orphans or single-parent children in a sense, and many people have long been troubled by the desire for family ties. This lack of emotion seriously affects children's social interaction with others, leading to children's lack of security and trust in the outside world, which is prone to personality defects.
"The problems of left-behind children, such as poor academic performance and obvious deviation in personality and behavior, cannot be completely attributed to the left-behind state of the children concerned, and non-left-behind children also have similar problems," said Lu Shizhen of China Youth University for Politics. However, he believes that the left-behind state of children formed by parents going out to work has catalyzed or aggravated various problems of the group of children who were originally in infancy. Facing the floating population period, schools should shift the focus of moral education in time, pay attention to the management and education of left-behind children, and promote the education of non-left-behind children.
Second, establish a sound system and provide a guarantee mechanism.
1. Establish a file system for left-behind children. Schools should conduct a comprehensive registration of left-behind children in school, understand and master the basic situation of left-behind children in our school, and facilitate targeted management and education of left-behind children.
2. Establish a contact system for guardians of left-behind children. Schools (grades) should hold (contact) a meeting of temporary guardians of left-behind children every quarter to inform the left-behind children about their study, life, morality and mental health at school, and put forward targeted suggestions on management and education of left-behind children. The head teacher should make more than one home visit to each left-behind child in the class every semester to understand and guide the guardians to carry out correct family education. Schools should open a "help hotline" to smooth the communication channels between home and school.
3. Establish a growth record system for left-behind children. Class teachers and subject teachers should report the basic situation and growth of left-behind children to the school every semester. For problems with universality and typicality, we should study and discuss them in time and seek countermeasures.
4. Establish a pairing assistance system for left-behind children. Through one-on-one between teachers and students, one-on-one between students and left-behind children, left-behind children can get care and help in their study, life, mental health, emotional communication and thoughts.
5. Establish an exchange system for left-behind children. We should focus on moral education, organize colorful Young Pioneers activities, mental health education activities and cultural and sports activities that students love and actively participate in, build a healthy and harmonious emotional exchange platform for left-behind children, and enhance communication with peers, caring interaction between teachers and students, and interpersonal communication in the social environment.
Three, into the boarding management, add a layer of protection.
Some survey results show that the group of left-behind children in rural areas is actually more vulnerable-children born dependent on their parents lack care and communication, and they are experiencing double conflicts from life and psychological state. Therefore, it is necessary to raise awareness, designate special personnel to be responsible, implement safeguard measures, earnestly care for rural left-behind children, incorporate the education of rural left-behind children into school routines, and assign caring and patient teachers to be responsible for the management of boarders. In addition to building boarding schools, we should also create activity centers for left-behind children to give them "home" warmth. Mobilize left-behind children to the activity center, and the school will carry out extracurricular activities as much as possible to dilute the loneliness of left-behind children. In the special activity center, computer room, chess room, library and other facilities are equipped, and special teachers are arranged to dress up as "temporary dad" or "temporary mother" in free time such as weekends to create a family atmosphere.
Four, the construction of small class education, strengthen the work of class teachers.
In the stage of compulsory education, parents and teachers are two "important socialized others" in the process of children's socialization. Under normal circumstances, the two people, who is close to him, who makes him more trusted, will have great influence. When parents and children are estranged or alienated, the influence of teachers is relatively great. Meanwhile, for primary school students, attachment is one of their basic needs. Their early parent-child attachment and teacher-student attachment will affect their future interpersonal relationships. Parents go out for a long time, their important role in children's growth, and their authority basically loses its original meaning, thus strengthening the influence of teachers' authority on children externally. Therefore, the left-behind children have a high degree of intimacy with their teachers. To a large extent, children transfer their emotional dependence and needs on their parents and their recognition of authority to teachers, which overlaps with teachers, especially to class teachers. But in some schools, there are as few as 50 or 60 students and as many as 70 or 80 students. Teachers are busy with teaching affairs, how can they care about students' ideological and moral affairs? Most of the problems are solved. By constructing small-class education, teachers can spare energy for individual education, class collective construction, emotional exchange and other humanized management. Schools should send teachers with strong management ability and strong sense of responsibility as class teachers. The work of class teachers should be included in the workload of teachers, and teachers' performance appraisal, evaluation of excellent teachers and professional titles should be tilted to stimulate the enthusiasm of class teachers.