On the Education of Left-behind Children in Rural Areas Part I: Factors Affecting the Education of Left-behind Children in Rural Areas
The education of left-behind children in rural areas is a major social issue, which is directly related to the sustainable development of rural social economy and social harmony and stability. To solve this problem, we should explore the factors that affect the education of left-behind children in rural areas from the aspects of society, family, school and left-behind children themselves.
Keywords: left-behind children in rural areas; Educational issues; factor
Left-behind children is a prominent social problem in recent years, which is the product of China's industrialization, urbanization and market economy development. Especially in recent years, the number of left-behind children has increased year by year, and they are in the stage of compulsory education. Their education should arouse the general concern of the whole society, especially the influencing factors of the education of left-behind children in rural areas.
First, the education status of left-behind children in rural areas
So-called? Left-behind children refer to a group of children whose parents or one of them moved to the city to work while their children stayed in the countryside. They either live with their parents or their elders, relatives and friends, but they can't live with their parents. Left-behind children are in the golden age of growth and development. Because they stay behind, they can't enjoy the guidance and help of their parents in their ideological understanding and values. In the process of growing up, they lack the care of their parents emotionally, which makes them prone to deviation and deformity in ideological understanding, values and psychological development. [ 1]
In terms of schooling, according to statistics, 73% of all students who drop out of school in rural areas are left-behind children, and 76% of them are girls. Most of these left-behind children go to work in cities with their parents after dropping out of school.
There is a certain gap between left-behind children and non-left-behind children in learning. Are you online? Academic performance? Among these problems, most left-behind children find it difficult. Who will help you if you encounter difficulties in your study? On the issue, left-behind children mainly rely on teachers and classmates, and non-left-behind children can also rely on their parents.
In daily life, we also find that most left-behind children have poor family economic conditions, and the older children at home have to help with housework, so the study time is relatively insecure, which has a certain impact on their academic performance.
On the issue of guardianship, due to the limitations of teachers, school conditions and management system in rural schools, schools are only responsible for the supervision of left-behind children's class hours, and the supervision after school can only be undertaken by their temporary guardians. Most of the supervisors of left-behind children are grandparents. Most of them have a low education level and are old, so they can only take care of their lives such as eating, dressing and keeping warm, but they have basically no guidance in their studies, which leads to the lack of normal supervision of left-behind children.
Second, the factors affecting the education of left-behind children in rural areas
The educational problems of left-behind children in rural areas are not only caused by parents going out to work for a long time, but also caused by society, family, school environment and left-behind children themselves.
Social and environmental factors
Due to historical reasons, the urban-rural dual structure system based on the household registration system has existed for a long time in China. It is precisely because of this household registration system that farmers leave the countryside to work in cities, but the household registration is still in the countryside, and various welfare benefits cannot be equal to those of urban residents. In particular, the compulsory education system corresponding to this dual structure and household registration system also has serious urban-rural inequality. [2] Farmers who work in cities need to pay expensive sponsorship fees and borrowing fees if they want their children to go to school in the cities where they work. Although some cities have schools for the children of migrant workers, it is difficult to solve their education problems due to the restrictions of the college entrance examination system in different regions. Secondly, local grass-roots governments pay insufficient attention to left-behind children, and their policies and measures are ineffective. Farmers' going out to work can drive the local economic development, so local grass-roots governments support farmers' going out to work, but they don't pay enough attention to left-behind children, and there are almost no strong policies in education, and there is no effective help and guidance for poor left-behind children's families. Thirdly, it is common for farmers to go out to work, and the concept that reading is not important is prevalent. Children grow up in this environment and mistakenly think that reading is not important. Many parents of left-behind children also believe that current college graduates do not include distribution, expensive education investment and no stable jobs after graduation. It is better to let the children go out to work early to earn money. It can be seen that the environment of going out to work and the concept that reading is not important have a great influence on children's learning.
(B) Family environment factors
First, the education mode and supervision of guardians of left-behind children in rural areas are improper. The guardians of left-behind children in rural areas are usually single parents, relatives and grandparents. The tradition of our country also determines that the single guardian is usually the mother. For left-behind children, the father, as the main labor force, is not at home, and all the farm work at home is undertaken by the mother alone, so there is not much time to take care of the children. In addition, their own cultural level is not high, which is of little help to children's learning. There are also guardians who are grandparents, and they tend to spoil their children. At the same time, there is a deep generation gap between grandparents' guardians and left-behind children, so it is difficult to communicate emotionally and verbally.
Second, parents in rural areas have a low level of education, and family education is relatively lacking. Family education plays an important role in children's growth. Many parents think that their educational level is low, so they leave their children's education to the school completely. The problem of children's homework after school is difficult for some parents, so it affects their study invisibly.
Third, the economic burden of rural families is too heavy. Due to the influence of rural feudalism, rural families generally have many children and have a heavy economic burden. Therefore, most farmers go out to work to earn money, but children are separated from their parents for a long time, which directly leads to the lack of family education and affects the mental health and learning status of left-behind children.
(C) school environmental factors
On the one hand, the rural education system does not pay enough attention to left-behind children. Left-behind children in rural areas are unsociable and have poor academic performance due to family defects. In order to improve the enrollment rate, schools mainly cultivate students with good academic performance, and give up education management for rural left-behind children with poor academic performance, which leads to children's rebellious mentality and even truancy and dropout. On the other hand, the teachers in rural schools are relatively weak and the conditions for running schools are poor. Due to the weak teachers in the school, the teachers lack the ability to teach students in accordance with their aptitude and the lack of research on learning methods, students' interest in learning is not well stimulated, which leads to the loss of learning enthusiasm and serious dropout. [3] In addition, rural school libraries and gymnasiums. None of them are complete. Students wander around after school and go to Internet cafes, game halls and other entertainment places, which will lead to many problems for left-behind children.
(D) Rural left-behind children's own factors
Childhood is an important stage of human physiological and psychological development. Left-behind children are at this important stage and have strong plasticity. In addition, left-behind children have not yet formed their own independent values, lack self-protection awareness, are easily disturbed and infringed by the outside world, and are led astray by bad people, resulting in sloppy learning, fighting, being late and leaving early, violating discipline at school and a series of other problems.
Third, to solve the educational problems of left-behind children in rural areas countermeasures
First of all, in terms of social environment, facing the influence of social environment factors such as the restriction of household registration system and the widespread existence of migrant workers on the education of left-behind children, the government should proceed from the strategic height of building a harmonious society and sustainable development, increase the investment in rural education capital, optimize the policy environment, establish a timely socialized education management system, further reform the household registration management system, build a school for migrant children, and increase the protection of the legitimate rights and interests of migrant children, so that migrant children can enjoy the same treatment as urban children in education.
Secondly, in terms of family environment, parents' care is very important for children's growth, so parents should take their children with them when they go out to work, or one parent should stay at home to ensure the integrity of family education. If it is supervised by grandparents, we must be strict with left-behind children, especially ideological and moral education. Parents should also strengthen communication with guardians and keep abreast of all the children's situations.
Finally, optimize the school environment, school education environment is the main factor affecting the healthy growth of left-behind children. Grass-roots governments should vigorously rectify the surrounding environment of schools, such as standardizing the management of internet cafes and game halls, and creating a safe and healthy learning and growth environment for left-behind children. Efforts should be made to combine school education, family education and social education. Schools should not only complete the in-school education of left-behind children, but also consciously pay attention to their off-campus life and actively communicate with guardians to better promote their healthy development. (Author: Jilin Agricultural University)
refer to
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[2] Gu Longfei. Research on the education of left-behind children in rural areas [D]. Beijing. Capital university of economics and business 20 1 1
[3]-Ray. On the education of left-behind children in rural areas [D]. Jiangxi. Nanchang University.2011
[4] ding Jing Lack of education for left-behind children in rural areas and its countermeasures [J]. Journal of Xinyang Normal University.2010 (2)
[5] He Zhiming and Du Xueyuan. Social Causes and Countermeasures of Left-behind Children in Rural Areas of China [J]. Frontier Economy and Culture.2007 (11)