First, the causes and harm of emotional education for left-behind children in rural areas
The main reason for the emotional problems of left-behind children in rural areas of Zhoukou City lies in the lack of good emotional education. At present, there are widespread problems in emotional education in Zhoukou City. Through interviews and surveys, the author summarized the following points:
1, lack of normal and complete family education
When parents go out to work, their absence affects the emotional connection between their children and their parents. Due to the lack of meticulous family care and care from parents, left-behind children can't talk to their parents about their life, study and emotional difficulties. In the long run, some left-behind children will not understand and accept heartfelt love, let alone care for others, and then appear abnormal emotions such as indifference. For all children, the sense of security and stability given by the family is the key factor for their growth. It is not only helpful for children to cope with the challenges brought by the surrounding environment, but also helps children to form normal emotions. Some experts point out that a happy, healthy and harmonious family can have a good influence on children and promote their all-round and healthy development.
But for left-behind children, their parents' going out makes them feel insecure and stable at home, which in turn makes their feelings quite fragile.
Through investigation, it is found that the main way for left-behind children to keep in touch with their parents is telephone, but the effect and frequency of contact are quite different. Parents usually compensate left-behind children in the following ways. First, after they go home, in order to reduce their guilt for their children, they constantly meet their needs in material life; Second, it is based on the necessary study and living expenses of left-behind children; The third is to pay attention to children's life and study by telephone to meet their basic needs. It is not difficult to find that the left-behind children in the third way not only study well, but also form normal emotions, while the first two are more prone to emotional problems.
2. It is difficult for people other than parents to raise their children and to fulfill the responsibility of education management.
Through investigation, it is found that the guardians of left-behind children in Zhoukou city are mostly elderly grandparents, which is the main reason for the emotional education problems of left-behind children in this area. In the interview, the author learned that as temporary guardians, most of the ancestors had low cultural quality, and quite a few of them were hardworking farmers. For them, as long as they ensure the safety of their children and let them eat and wear warm clothes, they can do their duty, completely ignoring the cultivation and development of emotional education for left-behind children and paying no attention to the emotional needs of their growth. In order to fulfill their educational responsibilities, these ancestors had to be busy farming to make a living because they enjoyed family happiness in their later years, and they had no energy to educate their children emotionally. In addition, due to the lack of children's love and care in their later years, many elderly people have negative emotions such as loneliness, which will not only affect the formation of normal emotions of left-behind children, but also be imitated by their children in daily life. For example, in interviews with many families, the author found that many grandparents did not understand or know what emotional education was. Therefore, the author believes that the parent-child affection between parents and children is irreplaceable by the affection between grandparents and grandchildren.
3. Emotional education between school and family is out of touch.
In terms of treating left-behind students in rural areas, some schools in Zhoukou adopt a placement system, that is, all left-behind students are placed in classes; Even some school leaders and teachers have some discriminatory words and deeds, and teachers can't communicate effectively with parents and temporary guardians of students. If some teachers look down on left-behind students in daily education and teaching, they will put them at the end of the classroom and bully them in their studies. In addition, exam-oriented education has further increased students' learning burden. As educators, they can not only help the left-behind students to form normal emotions in education, but also bring various negative influences and psychological negative emotions to the left-behind students.
4. Some negative factors in society have caused the emotional problems of left-behind children in rural areas.
China is still in the stage of socialist development, and the legal system is not perfect. The basic national conditions have caused various negative situations in society, such as discrimination against migrant workers by urban residents. In addition, the frequent occurrence of various social violations and safety accidents has caused fear and insecurity among left-behind children in rural areas. Many left-behind children put their emotions into other negative aspects, such as the virtual network, without the care and education of their parents' emotions, which eventually leads to the rugged left-behind children due to lack of emotions.
5. Emotional education of left-behind children in rural areas is easy to cause harm.
The harm caused by emotional education of left-behind children in rural areas is mainly manifested in two aspects, one is the formation of emotions, and the other is daily life and study. Left-behind children do not form good and normal emotions because of emotional education problems, which leads to their emotional life being too lonely and empty. Because families can't bring normal emotional education to left-behind children, left-behind children can only pin their emotions on negative things and behaviors, such as surfing the Internet and fighting. Due to emotional problems, left-behind children can't communicate with other students and teachers normally. Coupled with the "special treatment" of individual schools and teachers, many left-behind children have behaviors or emotions such as being tired of learning and being naughty. In life, due to the lack of parents and the negligence of temporary guardians, their daily life is too boring, and they have to find other ways to comfort the lack of emotion.
Second, specific measures and methods to solve the emotional education problems of left-behind children
1, social aspect
First of all, the author thinks that the fundamental solution of emotional education for left-behind children in rural areas should start with the emergence of left-behind children. Therefore, the government should further improve the household registration mechanism, break down the barriers between urban and rural areas, provide reasonable treatment for migrant workers and protect their legitimate rights and interests. This is not only the premise of stabilizing social order, but also the most effective measure to curb the generation of left-behind children. However, there are obvious unreasonable phenomena in China's current household registration system and many social systems, which leads to the increase of left-behind children instead of decreasing.
Secondly, further promote the construction of "farmers' children" schools. Since 1990s, major cities in China have started to set up special schools for the children of low-income farmers, so that their children can enjoy the most basic education. However, judging from the infrastructure construction of such schools, there are still many problems, such as poor campus infrastructure and backward teachers' level. Therefore, the state, government and society need to further increase their support for the construction of such schools. Only by ensuring that the children of migrant workers study and study can the problem of left-behind children be fundamentally solved.