The Problemization Of The Rural Left-behind Children Problem

Social problems are both objective and constructive. As to measure the objectivity of the "rural left-behind children problem ", the improper handling of "meta-hypothesis" behind the research can affect the accuracy of the results. And in terms of constructive, based on "problem perspective" of functionalism does not solve the social problems of rural left-behind childre.This research uses the literature review method on the research of the formation process of rural left-behind children problem, reflects the emergence, characteristics, and impact of this social classification group. This article also apply the social investigation method to gather achievements information of rural left-behind children and rural non-left-behind children in the area of the county. the achievements information include gradual achievement of primary school, the examination results of junior high school, and the achievement of junior high school graduation, these achievement informations effectively reflect the overall achieve performance and the achievement differences of both group. This article found that the objectivity of the so-called "academic problem" actually has a lot to do with the construction of the concept. Previous researches obliterate the inter-school differences by standardized scores of inner-class or inner-grade, these researches always ignore the influence on rural left-behind children’s academic performance of the hierarchical rural education system. And under certain achievement handling approach, although rural left-behind children’s performance is better than or similar to that of the no n-left-be hind children, when try to get into high quality high school, most of the left-behind children and non-left-behind children are short of adequate scores. Therefore, there are more "problems" behind the academic performance problem to deal with. We must surpass the mold of academic performance problem, viewing performance problems in the compulsory education stage from the perspective of higher school education opportunity.Through the validation and reconstruction of the problems of the rural left-behind children’s performance, this article found the previous definition and the presentation of "rural left-behind children" have some problems, the framing, relative-positioning and the presentation of the rural left-behind children problem are to be improved. To puts forward the social problems of "left-behind children" based on the perspective of functionalism, we must also need to establish "the social problems matters of left-behind children" based on the value norms.This article’s arrangements of the chapters are as following:The first chapter is the introduction part, explain the background and research problems, the study of main concept to define.The author review and reflect the process of the the problemization of the rural left-behind children problem in the second chapter. Then the author reviews the domestic academic papers of the overall judgment and group differences of the rural left-behind children’s academic performance, the author also points out that the "problemization" of the existing performance problems has some faults. The third chapter to the sixth chapter mainly analysis the rural left-behind children’s overall academic performance problem and group differences between the rural left-behind children and the rural non-left-behind children in the same county area,then the author test some of the conclusions in the previous researches. In Chapter4the author analysis the rural left-behind middle school students’ overall academic performance and group differences through sampling survey in case area. The fifth chapter discusses the influence of the family factors and school factors to the rural left-behind children’s academic performance.The sixth chapter mainly discuss the "academic performance problem" and the "re-problemization" of the "rural left-behind children". In Chapter7the author gives some comprehensive discussions and suggestions.