First, the status quo of family education for left-behind children in rural areas
Parents are their children's first teachers, and their care and education play a vital role in their children's healthy growth in the future. However, in China's rural areas, the family structure is often unstable when parents leave home, and the family education of left-behind children in rural areas is not optimistic. Children's parents have been separated from their children for a long time, lacking care and education for their children, which leads to the lack of parental education.
(1) There are problems in the way and content of parents' education.
Due to the limitation of their own cultural quality, parents of left-behind children lack scientific guidance to their children, pay more attention to their academic achievements in educational content, pay little attention to their psychological development, and lack patient communication with their children; Because they feel indebted to their children, many parents use material means to make up for their debts to their children, thus forming an attitude of "attaching importance to material things and neglecting spirit"; The present situation of family education that emphasizes learning over moral education.
(2) There are problems with parents' education methods.
Without the patient guidance and effective supervision of parents, children often indulge themselves. Due to hard work and busyness, rural parents use more passive and rude education methods. Most parents realize that hitting children is not a particularly effective method, but only a few parents clearly realize that hitting children is not good and can really stop hitting children. Most parents randomly adopt "beating" and "scolding" education methods, without considering what these methods will bring.
Second, the negative consequences of the lack of family education for left-behind children in rural areas
Society is made up of families, and the role of family education is irreplaceable in any society. Left-behind children have been separated from their parents for a long time, their physical and psychological needs are not met, and guardians sometimes fail to supervise them, resulting in a series of "left-behind syndrome", which has great adverse effects on left-behind children themselves, their families and society.
(A) the lack of family education on rural left-behind children's personal adverse consequences.
1. The lack of family education affects the education and study of left-behind children in rural areas.
Parents go out to work in cities, and children often miss their parents, which leads to inattention in class. After class, there is no parental discipline, poor self-control, it is difficult to complete homework, and there is no initiative to preview or review homework. The academic performance dropped significantly, and the weariness of learning was serious, and eventually he played truant or even dropped out of school. The survey shows that less than 3% of left-behind children in rural areas have excellent grades, and more than 80% have medium or low grades. [2] Learning difficulties have become one of the common problems faced by most rural left-behind children. In addition, the phenomenon of dropping out of school is also serious.
2. The lack of family education has a negative impact on the psychology of left-behind children in rural areas.
Left-behind children are in adolescence, which is a critical period of personality formation. The lack of affection makes many children become withdrawn, depressed and even feel abandoned, which seriously affects the healthy development of children's psychology. Parents lack emotional communication with their children and neglect psychological education and counseling, so that children can't feel the warmth and security of their families and lack affection and trust in their hearts. Left-behind children often show emotional disorders, emotional indifference, withdrawn behavior, irritability, sense of loss, unwillingness to communicate with others, loneliness, and sometimes rebellious and rebellious emotions, and even violent tendencies. The lack of good family education for left-behind children has caused irreparable psychological problems. [3]
3. The lack of family education affects the socialization process of left-behind children.
Family education is an important way for children to realize socialization. The so-called socialization means that a person obtains his own personality and learns how to participate in the social communication process of society or groups. [4] Parents play a vital role in the process of children's socialization. However, left-behind children in rural areas have been separated from their parents since childhood, and the socialization process of left-behind children in rural areas cannot receive too much socialization information from their parents, which seriously affects their socialization process, and the external performance is poor social skills.
4. The lack of family education affects the cultivation of good moral behavior of left-behind children in rural areas.
Investigation shows that some left-behind children's personality and behavior are developing in two extreme directions. On the one hand, some children become timid because they feel that they lack the protection of their parents. On the other hand, some left-behind children have become irritable, willful and aggressive because they are not bound by their parents. Lack of discipline leads to behavior anomie or even deviance, and many left-behind children have problems such as poor self-control ability and bad habits, such as not paying attention to hygiene, picky about food and clothing, extravagance and waste; Some left-behind children have bad habits and behaviors, do not listen to their elders, go their own way, lie, cheat, steal, and so on.
(B) the lack of family education on the adverse consequences of society.
Left-behind children will become "social people" one day, but if they lack socialization in the primary group of family and fail to cultivate their social roles in the early stage of growth, there may be many problems in their future integration into society. Due to the lack of family education in childhood, many children have relatively weak interpersonal skills and great internal pressure. After they set foot in the society, they are always afraid of being bullied by others, and their consciousness of seeking protection or self-protection is particularly strong. They have excessive behavior in self-protection, which will inevitably bring many unstable factors to society. According to the survey, left-behind children in rural areas account for a large proportion of juvenile delinquency. The lack of family care and family education has led to a sharp increase in the crime rate of left-behind children. If these children cannot be effectively disciplined by their families and society, they will cause irreparable losses to society in the future.
Third, measures to make up for the lack of family education for left-behind children in rural areas
Giving full play to the family education function of left-behind children in rural areas is not only related to the growth of children, the rise and fall of families, but also affects the development of the nation and social stability. Therefore, the whole society must join hands to care for left-behind children in rural areas.
(1) Give full play to the function of family education and enhance the parental guardianship.
1. Parents of left-behind children should raise their awareness of the importance of family education.
Guardians of left-behind children in rural areas should correct their educational ideas, improve their own quality, change their educational concepts and improve their educational methods. After going out, parents should try to participate in training activities such as "parent school" and listen to the educational experience and guidance of experts. To educate children well, parents or guardians should first improve themselves through self-education, learn more about the theoretical knowledge of family education, understand the characteristics of children's physical and mental development, and follow the basic laws of family education. Parents should have a high sense of responsibility for family education, care about their children's healthy physical and mental development, and cultivate their children's good habits, the spirit of independence and self-improvement, and the concept of obeying the law.
2. Parents of left-behind children should try their best to strengthen parent-child interaction with their children so that there are no vacancies.
Parents of left-behind children should communicate with their children with a warm and sincere heart and strengthen the exchange and integration of parent-child emotions. Parents should try to coordinate the relationship between going out to work and taking care of their children. If conditions permit, it is best to take the children to live together in the workplace. This can not only enhance the feelings with children, but also let children see the world, and at the same time let children know the hardships of their parents, thus encouraging children to study hard and make continuous progress. Parents try their best to interact with their children in various ways, encourage them to write letters, and listen to their confidences, so as not to be absent.
3. Parents of left-behind children should improve their counseling methods and adjust their counseling contents.
Parents or guardians should correct their educational ideas, establish a correct concept of family education, firmly believe that "there are no children who can't be taught, only parents who can't be taught", strive to educate children in a more democratic and harmonious way, establish a good parent-child relationship with children, strengthen ideological and moral education, and attach importance to the cultivation of children's all-round quality. In terms of the content of family education, Mr Steven, an American family education expert, said very thoroughly: "The most basic content of family education is not to teach children how much knowledge to master, but to teach children how to establish contact with others, how to face difficulties and how to deal with some thorny problems in life." [5] Parents and guardians should be soberly aware of this, and at the same time, they should keep pace with the times and have a certain understanding of new things in order to adjust the educational content in time.
(2) Strengthen the construction of rural boarding schools and give play to the role of education management as the main channel.
Schools should set up more activities to cultivate children's quality and ability, encourage children to help each other, make up for the lack of affection by using peer friendship and teacher-student friendship, and increase the opportunities for left-behind children to contact their parents. It is suggested to further strengthen the construction of boarding schools for migrant children in rural compulsory education stage and establish boarding primary schools in urban central areas or densely populated areas. In recent years, Chongqing regards the education of left-behind children in rural areas as an important measure to coordinate the development of urban and rural education and promote educational equity. In 20 10, 480 rural boarding schools were built, compared with 1600 previously. Chongqing solved the problem of reading for 10 1000 rural left-behind children with high quality two years ahead of schedule. At the same time, it is necessary to improve boarding school facilities, effectively solve the problem of insufficient facilities such as student dormitories, canteens and toilets, and improve students' learning and living environment at school. Schools can install "family phone" to create conditions for left-behind children in rural areas to communicate with their parents; Conditional schools can also set up psychological counseling rooms, attach importance to psychological counseling for children, and find and solve the psychological problems of left-behind children in rural areas in time.
(3) The government should strengthen its leadership over the work of left-behind children, fully mobilize all social forces, and care for and help left-behind children in rural areas.
Government-led, creating a good growth environment for left-behind children. First, bring the work of left-behind children into the target management of governments at all levels, and promote the education of left-behind children in rural areas from the macro-policy level. It is suggested that the work of left-behind children in rural areas should be included in the annual target assessment of governments at all levels to ensure that the work of left-behind children is implemented. We should attach great importance to the family education of left-behind children, strive to solve the education problems of migrant workers' children and relieve their worries. In addition, government departments should formulate correct policies and measures to improve the treatment and living conditions of migrant workers and strengthen their family education and guidance. Second, increase investment in rural primary and secondary education, set up special funds, strengthen supervision and earmarking, and improve school conditions; At the same time, we should vigorously strengthen the construction of rural boarding schools. Third, give play to the macro-control role of the government, guide and accelerate the local economic development, increase the opportunities for farmers to find jobs and start businesses on the spot, and create a healthy family environment for their children.