(A) the academic crisis
Parents' going out to work has a prominent negative impact on the academic aspects of left-behind children in rural areas, leading to academic crisis for some children. First of all, they generally lack motivation and have poor study habits, and 365,438+0.42% often fail to complete normal study tasks; Secondly, left-behind children have long lacked the comfort and care of their families. According to the survey, 28. 16% of the parents of left-behind children only go home once every 1 year or more, and 52.53% of left-behind children say that they miss their parents who work outside the home very much. These factors often lead to their anxiety and insecurity, which in turn leads to their inability to concentrate in class, low efficiency in class and declining academic performance. Third, left-behind children are more tired of learning. According to the survey, 33.23% of left-behind children "can't say whether they like or don't like learning"; 56.64% of left-behind children have played truant, of which 15.5 1% often play truant [1].
(B) unhealthy lifestyle, behavior anomie
There are two main problems in the life of left-behind children in rural areas: First, their life satisfaction is gradually decreasing, which easily leads to their lack of enthusiasm for life and their inability to face life and study with a positive attitude. The survey shows that only 13.92% of left-behind children are very satisfied with their school performance, and the proportion of "not asking" and "letting nature take its course" accounts for 23.73%. Second, it is easy to form various bad lifestyles and behavior habits. The survey found that 48.42% left-behind children have bad behavior habits, do not listen to their ancestors' teachings, do not abide by school rules and regulations, and often appear late, truant, fighting and other disciplinary behaviors. Some are addicted to unhealthy film and television culture or online games; A few people even commit crimes such as robbery and fighting.
Outstanding mental health problems
After parents go out to work, left-behind children will have some psychological problems, especially primary school students, and girls are more prominent than boys. The outstanding psychological problems of left-behind children in rural areas mainly include emotional problems, communication problems and inferiority complex. The emotional problems of left-behind children are more serious than those of children whose parents are at home. They often experience negative emotions such as loneliness, depression, disappointment, anxiety and helplessness. The survey shows that 83. 1 1% of left-behind children have negative and painful feelings such as loss, loneliness, abandonment and helplessness after their parents go out. They don't like talking and socializing for a period of time, and their personalities become inferior, indifferent, timid and self-enclosed, so they are obviously not as good as their parents' children at home. Although most of these psychological problems are temporary and developmental, if they are not solved in time, they will have a negative impact on the healthy growth of children, and even cause interpersonal obstacles and personality defects in adulthood [2].
Second, the causes of education problems of left-behind children in rural areas
(A lack of family communication and family education
Family is the cradle of children's growth and the main place for children's socialization, in which the father represents the authority of social norms and the mother plays the role of guiding emotions. The communication between parents and children is face to face, unlimited in content, full of personality and emotion; Its communication frequency is high, and its communication forms are diverse, mainly by words and deeds. These make parents play an extensive and effective role in cultivating and shaping children's basic life skills, social norms, moral sentiments and personality characteristics, and their role in educating children's personality and life education is incomparable to any school and social education. However, the communication frequency between parents and children who go out to work for a long time is less, and the communication mode is single and limited, usually by telephone or letter, which has the characteristics of long-term discontinuity, non-face-to-face and low interaction frequency. The lack of family education function leads to the serious lack of children's socialization, which leads to many difficulties and problems in the behavior and psychological development of left-behind children. According to the survey, 13.29% parents seldom contact their children and only go home to see them once during the Chinese New Year holiday. While those who have little contact with children account for 4. 1 1%, as shown in table 1.
(2) The guardian's educational ability is low and his guardianship ability is weak.
Because one or both parents go out to work, children are generally taken care of by their elders. There are four types of care: intergenerational care, single parent care of father or mother, relative care and peer care or self-care. Among them, single-parent guardianship and intergenerational guardianship are the main ones, and guardians have a low education level, and some are even illiterate, as shown in Table 2.
The above data show that a large proportion of guardians of left-behind children have low education level, and the proportion of guardians with junior high school education or below is 8 1.05438+0%. A low level of education is not only not conducive to the improvement of one's own level, but also unable to effectively educate and guide children's learning, psychology and behavior. In the guardianship of single parents, most of them take their mothers as guardians. Generally speaking, mothers will take better care of their children's diet and daily life than fathers, but the heavy workload makes them have no time to take care of their children and rarely communicate with them. They also lack scientific and effective means of education, mainly beating and cursing, which leads to half the effort. The disadvantages of intergenerational guardianship are even more obvious. When they educate their children, they tend to adopt a doting way of discipline, which is likely to cause their children's personality characteristics such as pampering and willfulness. It is not only inconvenient to supervise children from the standpoint of relatives, but also it is difficult for children to find a sense of belonging among these relatives, and there will always be a feeling of dependence on others. Compared with the first three kinds of guardianship, the left-behind children under peer guardianship and self-guardianship have the greatest pressure, so they bear the triple pressure of life, study and psychology [3].
(C) the low level of school education, lack of management measures
After parents go out to work, children lack comfort and care from their families for a long time, and are prone to negative emotions such as loneliness, anxiety and disappointment; At the same time, most left-behind children are young and have poor self-discipline and need adult supervision. The survey shows that the parents or other guardians of left-behind children occasionally ask about their children's study, accounting for 3 1.97%. These factors will have a negative impact on children's academic performance. See Table 3 for the academic achievements of left-behind children.
As can be seen from Table 3, most left-behind children have average grades, with * * * accounting for 63.93%. The main reasons are the absence of family education and school education management measures, and school education fails to give full play to the leading role of left-behind children's education. First of all, from the investigation of the school itself, they lack sufficient attention to the problem of left-behind children. Most schools have never made special statistics on left-behind children in their own schools. Although the school also believes that parents going out to work will have a certain impact on students' study, conduct and psychological development, they never thought it was a "problem". At present, they have not taken any measures and methods for students whose parents go out to work. At the same time, due to the influence of funds, rural schools, especially remote rural schools, have extremely poor conditions for running schools, and many teaching activities cannot be carried out at all. The school didn't offer special psychological courses, didn't equip psychological teachers, and neglected the mental health education for left-behind children. In addition, there are many classes in rural schools, and the teaching burden of teachers is too heavy. The average number of students in each class in township primary and secondary schools surveyed in this study reaches 50 or 60, so it is impossible for teachers to teach students in accordance with their aptitude, let alone take care of the special psychological and emotional needs of left-behind children, and to some extent, they have lost effective education and management of left-behind children. The survey shows that only 17.9% of left-behind children think that school teachers care about them; 9.5% left-behind children think that school teachers have a bad attitude towards them and look down on them; 64.87% of left-behind children think that teachers' attitude towards them is as "no difference" as others. It can be seen that most schools are not aware of the problems of left-behind children and have not taken any effective measures to solve them, which makes the educational functions of schools and teachers not fully and effectively play in the absence of family education for left-behind children in rural areas [4].
Three. Countermeasures and suggestions to solve the educational problems of left-behind children in rural areas
The phenomenon of left-behind children in rural areas is a social problem in the process of urbanization and labor transfer in China. With the development of social economy, the large-scale population movement in rural areas will continue, and the phenomenon of left-behind children will exist for a long time in a certain period. As a social phenomenon, the education of left-behind children in rural areas is not only an educational problem, but also a social problem. Therefore, the government, relevant departments and the whole society should attach great importance to it. To this end, the following measures are suggested:
(a) to speed up the reform of the household registration system and schooling system, and gradually eliminate the gap between urban and rural areas.
The education of left-behind children in rural areas is closely related to the separation of migrant workers' family members, and the root of this phenomenon is China's household registration system and its related systems, such as education system and housing system. Without the above-mentioned system guarantee, most migrant workers cannot solve many practical problems faced by their children in cities, such as poor housing conditions and high borrowing costs. Therefore, the government should strengthen the reform of the household registration system and the schooling system, and gradually eliminate the gap between urban and rural areas. We can take advantage of the decrease in the number of primary and secondary school students in cities and the existing educational resources to appropriately encourage and help the children of migrant workers to go to school and live in cities and give full play to the irreplaceable educational function of families. Before the supporting reform is put in place, the "green channel" for the children of floating population to attend school can be opened in advance, so that they can enjoy the same educational treatment as their children at work and be exempted from all restrictions and expenses; In order to ensure that the inflow areas are willing to accept the children of migrant workers, we can learn from the national Measures for the Administration of Subsidies for Grain Farmers and directly subsidize students in rural compulsory education. You can also apply for a mobile student ID card, and you can pay the fee together with the People's Bank of China, and you can also pay the fee to ensure that they can enter the city or study in different places unimpeded. After graduating from junior high school, children can basically stand on their own feet and go back to their hometown to study in high school or vocational school. This is the fundamental solution to the left-behind children in rural areas.
(two) relying on schools as the main channel of education, strengthen the education and management of left-behind children.
1. Strengthen the construction of rural boarding schools. Rural boarding schools can solve the problems that left-behind children are neglected, their study and safety are not guaranteed, and are an effective way to solve the education problems of left-behind children in rural areas. However, at present, there are still some problems in the "rural boarding school construction project", such as hardware construction can not meet the boarding needs of students, lack of management personnel and funds. In view of these problems, the suggestions are as follows: First, the government will continue to implement the boarding school construction project according to the actual situation, so as to ensure a key township construction 1 junior high school and 65,438 central primary schools with strong boarding acceptance. Second, strengthen the management of boarding schools. The central government and local governments at all levels should gradually increase the staffing of management personnel in boarding schools according to the actual situation, and train management personnel in stages to ensure that more left-behind children receive better education and management. Third, boarding schools should give priority to left-behind children, and make the school a warm "left-behind Children's Home" by improving accommodation and facilities. Fourth, actively promote the "standardization construction project of rural primary and secondary schools" and strive to narrow the gap between urban and rural education resources and school conditions.
2. Schools should undertake the heavy responsibility of educating and caring for left-behind children. The reason why left-behind children become vulnerable groups is mainly because their parents are not around and the family's education and affection functions are insufficient. Therefore, schools should take active actions, shoulder due social responsibilities, pay more attention to the study, living conditions and psychological changes of left-behind children, increase emotional input, and give them a sense of collective belonging. The school should set up a working group for the management and education of left-behind children, make a work plan, establish files for left-behind children, strengthen contact with parents and guardians of left-behind children, exchange information, and hold symposiums regularly to grasp the learning situation and psychological dynamics of left-behind children; Schools should make full use of holidays, or the opportunity for parents to go home during the Spring Festival, hold parent-teacher conferences for left-behind children, and communicate with parents, so that the influence on left-behind children inside and outside the school can have a synergistic effect; At the same time, actively carry out education and training for parents of left-behind families in rural areas, help them establish a correct concept of family education, understand the basic knowledge of family education, maintain good communication with children, and care about their all-round growth; Do a good job in helping and guiding children with learning difficulties, abnormal behavior and abnormal personality, and carry out "pairing" activities between teachers and students; Visit left-behind children who play truant and drop out of school and help them return to school; At the same time, carry out colorful extracurricular activities, encourage and absorb them to participate in extracurricular group activities or interest group activities, so that left-behind children can be cared for and feel warm in collective families [5].
3. Increase courses related to left-behind children. Add specialized courses, and incorporate psychological counseling and law courses into compulsory courses. All kinds of psychological problems and weak legal consciousness are common problems for left-behind students at this stage. If it cannot be corrected in time, it will not only be detrimental to its own development, but also pose a greater threat to the healthy and orderly development of the future society. Therefore, schools can carry out mental health education and legal education according to the age of left-behind students, strengthen self-esteem and legal awareness, and improve self-care and self-help ability. Conditional schools should set up psychological counseling institutions, equip full-time mental health education teachers, establish psychological development files for left-behind children, find and diagnose students' mental health problems in time, solve problems for left-behind children, guide them through the critical period of life development, and help them develop healthily and harmoniously.
4. Implement "institutional paternalism". "Agency paternalism" has been proved to be one of the most humanized, localized and effective methods in caring education for left-behind children in rural areas, so it is considered to be the most worth popularizing. Surrogate parents (some called "adoptive parents") refer to volunteers who temporarily perform some of the duties of parents of left-behind children in rural areas, and their duties mainly include "three knowledge, three multi-knowledge and three communication" ("three knowledge" refers to understanding the personal situation, family situation and learning situation of left-behind children; "Sanduo" means talking with left-behind children, participating in school students' collective activities and home visits; "Three communication" means regular contact and communication with parents, custodians and teachers of left-behind children, and "Five Ones" (contact and communication with left-behind children once a week to provide homework guidance; Contact the parents, teachers and guardians of left-behind children once a month; Visit Children's Home once every two months; At the beginning of each semester, make a help plan; Write a summary of helping work or an article on educational experience at the end of each semester). Judging from the current conditions, the best care model for left-behind children is "boarding school+agent paternalism". The specific measures are: vigorously develop rural boarding schools, increase corresponding life teachers and extracurricular counselors, and act as surrogate parents on a voluntary basis, responsible for children's daily life and psychological counseling. Because of the unified guidance and management of the school, this model can reassure parents and let students get all-round care. [6]
(3) Highlight family education and improve its function.
French Christians? Dr. Shpits once advised parents: Cultivate your children and spend more time with them, because the comfort and care of family members will help them grow up. What left-behind children in rural areas lack is precisely the comfort and care of their parents' affection. Therefore, the education of left-behind children must attach importance to family education and actively create conditions to make up for the adverse effects of the lack of family education on children. First of all, parents of left-behind children should carefully choose guardians and give full consideration to the ability of grandparents and other guardians to raise and educate their children. If you really don't have the ability to raise children, it is suggested that both parents leave one parent to undertake the task of raising and educating children, ensure the integrity of family education, and let parents keep in touch with the school regularly to jointly undertake the responsibility of educating children. Secondly, a good parent-child relationship is an irreplaceable educational resource and the key to the healthy growth of children. Parents of left-behind children should always keep in touch with their children, their guardians and teachers. Through letters, telephone calls, regular home visits, etc., we can keep abreast of all aspects of children's situation, exchange ideas with children, give them more care, and actively and properly find ways to solve their problems. Parents should not regard their children's learning as the obligation and responsibility of teachers and schools, and shirk their educational responsibilities. Thirdly, establish a scientific educational concept, learn new strategies and methods to educate children, strictly demand children, give full play to the role of educators, and shift more energy from paying attention to children's thoughts, ideas and actions, and pay more attention to children's physical and mental development.
(four) the establishment of rural community children's education and guardianship system, strengthen and play the role of rural community education.
To solve the education problem of left-behind children in rural areas, communities, families, schools and governments need to improve their respective educational functions and cooperate with each other to make children grow up healthily. To establish a community education monitoring system in rural areas, we can consider the grass-roots school district and the * * * Youth League Committee taking the lead, and unite with women's federations, trade unions, village committees and schools to build an education monitoring system for the healthy development of rural children. These community organizations can be composed of retired teachers, young volunteers and other personnel, directly supervise the left-behind children or strengthen the training and follow-up evaluation of their guardians, urge their guardians to effectively educate the left-behind children, and teach their guardians the concepts and methods of scientific education. This will have a positive impact on protecting the healthy growth of rural children, helping them form a correct attitude towards life, cultivating their healthy personality, improving their comprehensive quality and connecting schools and families. This is another interactive relationship with children besides family and school, and it is also a bridge between family, school and children.
In a word, the problem of left-behind children is not only related to their healthy growth, but also related to rural education reform, rural economic and social construction and the future sustainable development of China. We expect the whole society to pay attention to the left-behind children, and the government, schools, families and society should take their respective responsibilities and coordinate with each other to promote and ensure the healthy physical and mental development of left-behind children.