Content guide
Social practice is an important link to improve the comprehensive quality of college students and an important process for students to apply what they have learned. It is not only a comprehensive summary of students' learning, research and practice achievements, but also a comprehensive test of students' quality and comprehensive ability. ...
First, the content and requirements of writing social practice papers
A complete social practice paper should include the following parts:
1. Paper title
The title of the paper should be short and clear, and the content and characteristics of practical activities should be summarized through the title. The number of words in the topic should be appropriate, generally no more than 20 words. If some details must be put in the title, in order to avoid redundancy, you can set a subtitle and put the details in the subtitle.
2. Name and author of the college
The name of the college and the author's name should be indicated below the topic, and the name of the college should be in full name.
3. Abstract (Chinese and English abstracts come first, English comes last)
The paper should be accompanied by an abstract, which should reflect the main contents of the paper and summarize the basic viewpoints, practical methods, achievements and conclusions obtained in practical activities. The number of words should be appropriate, the Chinese abstract is generally about 200 words, and the English abstract should generally have at least 100 content words. The abstract includes:
A) the word "abstract";
B) summary text;
C) keywords;
D) Classification number of China Library.
4. Text
Text is the core content of practical paper and the detailed expression of practical activities. This part is the main facts and viewpoints to be discussed by the author, including the introduction of the research purpose, relevant background, time, place, personnel, investigation methods and the detailed explanation of the conclusions drawn in practice.
It is necessary to embody the ideological line of emancipating the mind, seeking truth from facts and advancing with the times, and to have new views and new opinions; Adhere to the integration of theory with practice, which has a guiding role and reference role in practical work, and can put forward constructive opinions and suggestions; The contents of the report are clear-cut, focused, reasonable in structure, clear in organization and fluent and refined in words. The number of words is generally controlled within 5000 words.
5. Concluding remarks
The conclusion includes the gains and feelings gained from the induction and synthesis of the whole practice, as well as the problems found in the practice process, and puts forward corresponding solutions.
thank you
Thank-you letters usually use short words to express gratitude to the instructor, question-answering teacher and other people who directly helped in the process of internship and thesis writing.
7. Reference
Reference is an indispensable part of practical papers, which reflects the source, breadth and reliability of practical papers, and is also the author's recognition and respect for other people's knowledge achievements.
8. Appendix
For some content that is not suitable for the main text, but has reference value, it can be included in the appendix of practical papers.
Second, the preparation and main steps of writing social practice papers
The process of writing a practical paper should include the following steps: collecting information, drafting an outline of the paper, drafting, revising and finalizing it. The specific methods of each step are as follows:
1. Collect data
Data is the basis of writing practical papers. The main ways to collect information are: through field investigation, social practice or internship; Search from the existing materials in libraries and reference rooms inside and outside the school.
2. Draft the outline of the paper
Drawing up an outline of a paper is a necessary preparation for the author before writing. According to the needs of the theme of the paper, the structural framework and system of the paper are drawn up. After the outline of the paper is drafted, students can ask the instructor to review and revise it.
draft
After the outline of the paper is determined, you can start writing the first draft of the practical paper. Try to be "comprehensive, logical, detailed and orderly" when drafting.
4. Revision and finalization
After the first draft of the paper is written, it is necessary to revise the shortcomings or mistakes in the draft, so it must be revised repeatedly before it can be finalized.
Third, the writing rules of social practice papers
1. Writing
The exercise paper should be written on one side of the manuscript paper designated by the school (black or blue-black ink must be used) or printed by computer, and any part of the text should not be written outside the boundary of the manuscript paper. The manuscript paper shall not be left and right with notes to supplement words and charts, and shall not be lengthened or shortened at will. A4 printing paper should be used for computer typesetting and printing. The typesetting requirements are as follows: title (centered on "Xiaoer", "Song people" or "bold"), college and author's name (centered on "No.4" and "Imitation Song", with two spaces between college name and author's name) and content (centered on "No.2" and "bold"). The words used in practical papers must use the standardized words officially published by the state.
Social Practice Report, whose style and writing are still inconclusive, can refer to the Investigation Report.
The style and writing of "Su". Personally, I think the Social Practice Report should have the following parts:
Title: It can be the title of the document, that is, "Practice Report on ……"; It can also be the title of an opinion, such as "social big"
Classroom, practice increases knowledge.
Write down the participants of social practice, the theme, time and place of practice. Then use "related practical activities now."
Let's report the situation below and transition to the text.
Text: According to the requirements of the school, write what the practitioners should and want to report, such as the content of activities, experiences, rationality, etc.
Thoughts, questions and suggestions. As a student, we should focus on our own understanding, especially our own experience and rational cognition after thinking.
Knowledge, evaluate the social practice activities of the organization.
Conclusion: You can write the author's views, criticisms or suggestions on this activity.
Signature and reporting time. Write down the individuals or groups (such as classes and groups) who participated in the practice and report the completion time.
It should be noted that writing can be conceived according to the above parts, but don't write "preface", "aspect", "knot" and "drop" when writing.
And write titles, such as "basic situation", "main experience", "some thoughts" and "problems and suggestions".
A social investigation report is a written report that makes an in-depth and detailed investigation and study of a certain situation, an event and a certain problem in social life, and then truthfully expresses the information obtained in the investigation and study, so as to reflect the problems, expose contradictions, reveal the development law of things, provide lessons and improvement methods for people, provide decision-making basis for relevant departments, and provide research materials and social information for scientific research and teaching departments.
The characteristics of the investigation report are as follows:
(1) Authenticity:
Its authenticity is based on facts, not only the people and events involved in the report, but also the time, place, background, process, reason and result of the event.
(2) objectivity:
Objectivity refers to objectively reflecting the facts, being loyal to the facts, without the subjective randomness of the investigators. We can't extend objective facts at will, nor can we render them unrealistically.
(3) pertinence:
Social investigation report is to investigate and study some specific problems in social practice, answer questions that the masses care about and solve problems that need to be solved urgently.
(4) effectiveness:
(5), evaluation:
Generally speaking, a social investigation report should include the following contents: purpose, method, time, sample, content, analysis of the questionnaire, analysis of the results, and put forward your own views.
Social investigation is the continuation and supplement of classroom teaching. Teachers help students to investigate the actual situation, the characteristics of the area where the school is located, social hot spots and doubts in different periods, or the contents of teaching materials. By organizing students to write social investigation reports, help students master knowledge and solve doubts. This will help to broaden students' horizons, tap students' potential, cultivate students' thinking methods, enhance students' comprehensive ability to analyze and solve problems, and improve students' ideological and moral quality.
Before the investigation, teachers should guide students how to determine the content of social investigation, so that students can clearly understand the importance of making social investigation plans and feasible social investigation plans, help students implement social investigation plans, and how to obtain useful information from the respondents. It is best for students to choose their own survey topics, and teachers should examine and grasp the principled issues. Students can take individuals as a unit, or they can voluntarily combine four or five students into a group to find some problems around them, conduct social surveys, and conduct targeted interviews and surveys. Students can also go deep into all walks of life through their parents to conduct small-scale social surveys, and the survey results are convincing enough.
Reference format of social practice research reports or papers
1. Title: generally no more than 15 Chinese characters (except subtitle).
2. Author's name and unit: author's name, full name of unit, province, city and postal code.
3. Abstract: Write in the third person (without "this article" and "author" as the subject), no more than 200 words.
4. Keywords: 3~8, separated by semicolons.
5. Title: concise and clear, not too many levels.
6. The serial number of the level is: 1. (1), 1, (1) and 1).
7. Numeral usage: Arabic numerals are used for all hours, years, months and days in the Gregorian century, as well as various counting and measurement; Chinese characters are used in the historical chronology of the Xia calendar and before the Qing dynasty, and the chronology of the AD is marked in brackets; Use the text format of two adjacent numbers in parallel.
(1) Font: Song Ti
Level 4 question: No.5, bold.
Text: Article 5
(3) Row spacing: single row spacing
For example: First, the history of villagers' autonomy.
(A) the concept of villagers' autonomy
1. Villager autonomy
(1) villager autonomy
The concept of villagers' autonomy comes from ...
Layout format
1. Add a title, which reads: Investigation Report on Summer Social Practice of East China Jiaotong University; The font is: Xiao Wu.
2. Page setup
(1) margins
Top: 2.5cm bottom: 2.5cm left: 3cm right: 3cm binding line: 0cm.
(2) Header:1.5cm.
Footer:1.5cm.
(3) Paper type: A4, vertical.
Step 3 take notes
Endnotes are adopted, and the custom marks are [1], [2] and [3]. ...
Example: [1][ America] James? W? Walker. Human resource strategy [M]. Beijing: Renmin University of China Press, 200 1:23-24.
[2] Li Qiang. Evaluation of occupational prestige conflict in the transitional period [J]. China Social Sciences 2000(4):20-29.
[3] Witt, M.K. and amp Los Angeles Parish. 1984, Urban Life in Contemporary China, Chicago: University of Chicago Press, pp. 78-79.
Note: monograph [M], newspaper [N], journal article [J], collection of essays [C], dissertation [D], report [R], standard [S], patent [P].
Step 4 refer to
The format is the same as above, first Chinese and then English; Chinese is sorted by name pinyin, while English is sorted by name letters.
Investigation report on the problem of left-behind children in Jiubendong village, ningyuan county, Hunan Province
Author: Wang Ye Instructor: Wang Lingdan Unit: Central South University of Forestry and Technology
The problem of left-behind children has now become a social problem. Based on the results of the summer trip to the countryside in 2007 by the School of Resources and Environment of Central South University of Forestry and Technology and our strong sense of social responsibility, we conducted a field survey and visited Jiuyidong Village, Shunling Town, ningyuan county, Yongzhou City, Hunan Province. With the help of the local people's government, our practitioners went deep into the homes of typical left-behind children and had face-to-face conversations and exchanges with them. Through the investigation of left-behind children's cases and the original materials collected on the Internet, we have mastered some of their characteristics and have a clear understanding of their family education. Now let's write an investigation report.
Keywords: investigation report on family education of left-behind children
First, the basic situation of the respondents
From August 17 to August 22, 2007, we conducted this survey on the family education of left-behind children in Jiuyidong Village, Shunling Town, ningyuan county, Yongzhou City, Hunan Province. Ningyuan county, located in the south of Yongzhou City, Hunan Province, governs 17 townships (including 4 ethnic minority townships), 4 state-owned forest farms and 688 administrative villages, with a total land area of 2,498 square kilometers, a total population of 778,000 and nearly 300,000 migrant workers. Among them, the population of Jiuyidong Village visited by the survey was 1390, and more than 200 young and middle-aged households out of 396 went to work. It is precisely because of the large agricultural population, remote geographical location, inconvenient transportation and slow economic development that more and more migrant workers give up farming and choose to go out to make a living, so the phenomenon of local left-behind children is very common.
The purpose of this survey is to investigate the living conditions of left-behind children from the perspective of family education, that is, to reflect the education, life and psychological conditions of left-behind children in Ningyuan area. On the basis of investigation, this paper analyzes the family education needs of left-behind children, and puts forward some reasonable suggestions to solve the family education problems of left-behind children, with a view to contributing to the future development and construction of our country.
Second, the causes of the problem of "left-behind children"
The problem of left-behind children is not a rural matter, nor is it a' private matter' for migrant workers' families. There are many reasons for this.
1, the transfer of rural surplus labor force and the dual education system in urban and rural areas are the root causes of the problem of "left-behind children"
On the surface, the problem of left-behind children in rural areas is caused by the absence of parents who go out to work. In fact, the fundamental reason lies in the deep-seated contradictions brought about by the management of urban-rural dual structure. Since the reform and opening up, especially after the 1990s, with the decline of agricultural comparative benefit and the rapid development of industry and tertiary industry, a large number of rural surplus labor forces have been transferred to cities and towns. Contradicting with the national policy of encouraging the transfer of rural surplus labor force, China has long implemented the household registration system and compulsory education system. Although migrant workers work, live and live in cities, they enjoy completely unequal treatment with urban residents. Therefore, this will directly lead migrant farmers to leave their children in the countryside and be taken care of by the elderly.
2. The obvious lack of family emotional education is the direct cause of the problem of "left-behind children" in rural areas.
Many "left-behind children" were forced to be separated from their parents at an early age and could not establish a harmonious parent-child relationship with their parents in the early stage. In the process of living with grandparents or other relatives for a long time, their needs and emotions are often unable to get feedback from relatives, which will inevitably have a negative impact on the development of their prosocial behavior and easily lead to many psychological problems. However, some parents feel guilty about their children because they have been working outside for a long time, and often compensate for their spiritual care through a lot of material satisfaction such as money and things. However, these children lack effective guidance and supervision in spending money, which easily leads them to have wrong values and go astray.
Third, the main problems in the growth of "left-behind children"
We found that the left-behind children in the survey generally have three basic characteristics: first, there is no one to look after them and they lack supervision; Second, the family is incomplete and lacks family education; The third is to stay away from parents and lack care. These include:
Left-behind children face five major problems.
First, life problems: Compared with other children, they lack the care of their parents and are easily affected by nutritional status and physical health. Especially in the young stage, it is more important to raise and protect children. If you can't live with your parents, there will be more problems. For example, the proportion of left-behind children in Jiuyidong Village who can receive various preventive vaccines on time is significantly lower than that of non-left-behind children. At present, most left-behind children are taken care of by their relatives or elderly people of different generations, and some left-behind children even have no guardians in fact.
Second, psychological problems: due to the lack of affection, emotion and psychological care, many children lack the object to talk to and seek help, and rarely contact with the outside world. We found in the investigation that these children really want to be with their families, which is their greatest wish. Because they can't live with their parents, over time, some children have a sense of estrangement and strangeness towards their families, and their inner isolation, emotional indifference and even withdrawn behavior also exist to varying degrees, which is prone to personality defects and psychological obstacles.
3. Education: We learned during the visit that because parents go out to work, housework and even some farm work fall on left-behind children, which can not guarantee their study time and their academic performance has declined. Temporary guardians are not enough to urge and help children to learn, and the methods are improper, which also makes children tired of learning and abandon school. Due to the lack of educational resources in rural areas and the low quality of education, some children can't keep up with their learning progress after entering the city and have to return to the countryside; Some children will change from "staying behind" to "floating" and then to "staying behind" because their parents are constantly changing between rural areas and cities. From the data of our investigation, the enrollment rate of left-behind children in primary school is relatively high, while in junior high school, there is an obvious downward trend, and the dropout rate is relatively high. What is even more frightening is that during the visit, a guardian said that "it is impossible and unable to let the children go to high school".
Fourth, moral issues: in the process of children's growth, parents' words and deeds have an important guiding role, which often affects children's life. Many children's behavior habits and moral qualities are formed in the family. Because we can't be with our parents and lack timely guidance and help, some wrong behaviors and practices can't be corrected in time, and it's easy to develop some bad habits and moral conduct. According to the local village party secretary, the proportion of left-behind children who violate the law and discipline in this area is significantly higher than that of non-left-behind children.
Fifth, security issues: According to the investigation by the online public security department, among the abducted children, migrant children account for the first place, and left-behind children account for the second place. In some places, girls are mostly abandoned in vicious cases of rape. According to reports, among the 12 children who died in floods in Hunan in 2005, 1 1 were left-behind children, which shows that without the care and guidance of their parents, left-behind children lack the ability to deal with emergencies and protect themselves.
Due to the particularity of the family structure of left-behind children, their living environment has changed greatly, and the imperfection of family education has brought a series of negative effects on their growth. In the investigation of Jiubendong village, we found that there are many problems in the life of left-behind children.
(Number of readings:)
Fourth, suggestions to solve the education problems of left-behind children.
1, family
Strengthen parent-child communication, spend as much time with children as possible, and create a good living environment for children, which not only meets children's material needs, but more importantly cultivates children's scientific living habits, correct outlook on life and values; Don't pay attention to children's academic performance unilaterally, but also pay attention to the cultivation of children's comprehensive ability and quality. In view of the serious phenomenon of single-parent guardianship and intergenerational guardianship of left-behind children in rural areas, we can set up rural parent schools, publicize correct educational concepts and parent-child communication methods, and promote the harmonious development of family education, school education and social education. Parents' schools should adapt to the development of the situation, set up temporary guardian training classes, and strengthen family education guidance.
2. school.
We should further strengthen the management mechanism of kindergarten education. Kindergarten is an entity that directly educates and manages pre-school left-behind children. The formulation of educational measures should include more care and help for left-behind children before school, and give more care and care in study and life.
(1) Establish and improve the files of left-behind children, and enhance the care of schools and teachers for left-behind children.
The head teacher should do a good job of finding out the left-behind children, record all aspects of their performance in school in the archives, and inform their guardians and floating parents of their growth in time, thus forming a situation of * * * joint education between schools and families. Teachers should assume part of the responsibilities of parents or guardians, communicate with left-behind children, improve intimacy and trust, and give more care and positive guidance.
(2) Facilitate communication with left-behind children.
The establishment of a family hotline in schools provides convenience for parents of floating population to communicate with their children, so that parents of floating population can get in touch with the class teacher at any time to understand their children's learning situation; Set up a mental health consultation room, hire experts or arrange experienced teachers as psychologists to help "left-behind children" solve their psychological confusion in time.
(3) Carry out a wide range of activities conducive to the healthy development of left-behind children.
Such as parent-child activities, strengthen communication and interaction between parents and children, and guide children to help and care for each other, so that left-behind children can fully feel the warmth from the collective. The implementation of boarding management, for some left-behind children who can not be effectively monitored, can mobilize parents to transfer them to boarding schools, and special teachers are responsible for their daily life. Children who implement boarding management have similar experiences. Centralized management of them can not only stimulate children's self-confidence, but also stimulate their enthusiasm for learning and enhance their sense of collective belonging.
questionnaire survey
1, setting and intention of the questionnaire
This questionnaire designs eight kinds of questions: food, shelter and use for left-behind children; Frequency of contact with parents; Weekend arrangement; The difficulty of parents not being at home; Learning situation; Teacher's concern; Hope for the future; 16 a minor problem. Questions include closed choice and open question and answer. The purpose is to understand the life, study and psychological status of "left-behind children".
2. The process and method of investigation.
There are *** 16 classes in Grade One and Grade Two in our school, and each grade is divided into two layers according to grade. In the survey, 52 students from 8 classes in two grades and two levels were randomly selected. Answer independently in the form of anonymity. Another volume investigates the situation of "left-behind children" in the whole school.
Second, the current situation analysis
1, data summary
52 questionnaires were collected, all of which were valid. For the convenience of statistics, only 50 copies were randomly counted. See the attached table for specific statistical results.
2. Analysis of current situation
(1) Left-behind children are older. Both parents go out to work:12.1%; One parent goes out to work: 51.8%; Single parents and orphans: 6.2%.
[Analysis] In fact, there are 18.3% who have no direct supervision from their parents, and the total number of "left-behind children" whose parents go out to work is 70. 1%. These children either lack paternal love or maternal love, and of course, it is very likely that their personality development will be lacking. Especially in their management and living arrangements, they lack due care and love. Many of their problems are not solved in time, and even spread, affecting their own development, schools and society.
(2) unable to implement guardianship. Grandparents' guardianship accounts for 56%; Unsupervised accounts for 26%; Other relatives' guardianship accounts for 18%.
[analysis] intergenerational guardianship, first, the psychological generation gap is too deep, grandparents are difficult to communicate, second, grandparents are too fond of and obedient, and third, there is no educational concept; After a long period of supervision by relatives, the children are more or less at fault. As long as relatives criticize and blame, they may have psychological barriers and even serious conflicts; Without supervision, these children are not only insecure, but many things may go wrong because of uncertainty.
(3) Basic life is not guaranteed. 32% left-behind children's living standard on weekends is similar to boarding at school; Weekly per capita pocket money includes 6.28 yuan;
[Analysis] Food, clothing, housing and transportation are the most basic needs of life. Judging from the above data, many left-behind children cannot meet their basic needs.
(4) Parents' affection is weak. 36% left-behind children do not often contact their parents; 18% talked to their parents frequently; Only 46% of my parents will call me frequently.
[Analysis] Parental affection is the fundamental element of children's mental health development. There is no substitute for this kind of thing. Nowadays, parents, because they have no educational knowledge and experience, are forced by life, pay little attention to their children's psychology, and even don't contact their children by phone. In this way, children feel that they have no foundation, no dependence, no autonomy and no purpose, such as fallen leaves in the air, and they are often at a loss.
(5) Heavy housework. 80% of left-behind children have to do housework on weekends; 52% of left-behind children have to cook on weekends. 90% of left-behind children wash their own clothes.
[Analysis] Originally, letting children work can cultivate the concept of labor, but these children are passively doing housework, so most of them are tired of housework. At the same time, some children really have no working time because of the tight study time, and some children really can't do a lot of housework. This has brought psychological depression and concrete difficulties to the left-behind children.
(6) Teachers pay too little attention. Since this period, 46% of left-behind children have not had a teacher to talk to him.
[Analysis] Left-behind children should be the focus of our teachers' attention. However, from the survey, our education work is really not in place. In fact, 46% of the left-behind children have not talked to the teacher once, even if it is criticism, during the nearly two months of teaching.
(7) The study pressure is great. 50% of left-behind children feel great learning pressure; 30% of left-behind children obviously indicate that their academic performance is not good; Some say that grandparents can't read, they can't help in their studies, and there are no conditions for them to learn well.
[Analysis] Originally, appropriate pressure was conducive to learning, but the pressure on left-behind children came from many aspects. First, the pressure was too great. In this case, if no one guides him in time, it is possible that the pressure will increase and affect his study and life.
(8) Psychological stress is too great. More than 60% left-behind children said that they can't cook, can't wash clothes, can't make up their minds, and miss their parents. 16% of left-behind children feel anxious about their future life, and some left-behind children feel lonely, disappointed and envious of others. Worry-free, not only to take care of yourself, but also to arrange the lives of siblings and grandmothers at home and handle the big and small affairs at home by yourself; If you can't get it, your classmates don't understand; Sometimes they are discriminated against by others.
[Analysis] Child psychology tells us that after children enter adolescence, although they have a sense of independence, they still have a strong dependence on their parents because of their lack of experience and ability. However, these left-behind children can't cook and wash clothes, can't make up their minds, miss their parents, feel lonely, disappointed and upset, are not understood and discriminated against, and even worry about their future life. Obviously, the burden of left-behind children who are also 12 years old is definitely overloaded.
Third, explore countermeasures
1, set up a self-supporting institution.
The fundamental solution to the problem of left-behind children is to guide them to establish a healthy and optimistic psychological state, exercise their independent living ability and promote their natural and smooth growth. According to the survey, these children are very sensible, can correctly look at their own situation, think that their parents are not around, and should understand their parents' difficulties and reduce their worries, so we think it is natural to be tired at home. Therefore, we believe that classes should set up "independent children's groups" and schools should set up "independent children's committees" to select independent children as members, so as to expand their influence, give play to their radiation role, and let them manage themselves under the guidance of teachers and schools, thus ensuring self-exercise. This not only increases the channels for psychological talk, enhances the friendship between partners, but also finds the feeling of "home", and at the same time, it is convenient for your own organization to consult and help at any time.
2. Establish special files.
From our survey, what these children lack most now is not property, but emotion, especially left-behind children, except for extremely difficult economy. Therefore, both classes and schools should regard them as the focus of our education. In educational activities, we should pay more attention to their lives, help them solve practical difficulties and look at them from their perspective. But judging from the current situation, many schools, such as our survey, have not paid enough attention to it, and some even ignored this serious social problem. Therefore, we believe that both classes and schools must establish special files for left-behind children, track their growth process, and ensure that they must seek help in life and get psychological counseling in time.
3. Hold regular meetings.
The problem of left-behind children should be a new and difficult problem in today's education, with a large proportion of students and many problems involved. Therefore, no matter the school or the class, special meetings should be held regularly in each period to study the problem of left-behind children. To form a conference system, it is necessary to form resolutions and systems to solve the problem of left-behind children through meetings. So as to ensure the "policy" support of classes and schools in decision-making, and at the same time urge us to grasp and highlight the "student-oriented" educational focus and realize the educational goal of all students' all-round development.
4. Establish an advisory body.
The problems of left-behind children are not all about sex. Different children often have different problems in essence. It is unrealistic to solve personality problems in the form of collective activities from the perspective of organization. Therefore, in view of the individual problems and personality problems of left-behind children, schools should also set up corresponding counseling institutions to facilitate individual psychological counseling and make suggestions for children who can't make up their minds. There are also special ways, such as setting up a "student counseling office" (or an "independent children's office"), setting up an "independent children's hotline", determining reception time (such as extracurricular activities) and appointing enthusiastic psychological teachers.
5. Teachers and students pair up with each other
According to the author's investigation and statistics, the number of left-behind children, single parents and orphans is 18.3%, and the class size is 60, with each class not exceeding 1 1. Therefore, to ensure that the care for these children is truly implemented, we may wish to help each other through one-on-one pairing between teachers and students. Nowadays, middle schools are generally equipped with teachers according to the ratio of 20: 1, and most schools have exceeded this ratio. Therefore, according to this calculation, in fact, each teacher will pair no more than three left-behind children. In other words, this practice is the last line of defense, which is practical and can ensure that every left-behind child gets help and care.
In a word, left-behind children is a new problem, which is faced by today's education. Every educator should attach great importance to it and should study and solve it as one of the key points of work.