Peer Interactions Obstacles And Educational Suggestions Of Left-behind Junior Middle Students In Countryside

Peer interaction is an important aspect of the problems of rural left-behind children. Peer interaction's obstacles are main problems in Left-behind junior middle students' physical and mental development.On the base of deep investigation and with the combination of questionnaire, reading materials, visiting, talking and comparison, it is found that the obstacles of left-behind junior middle students are serious. The author sums up the obstacles of left-behind junior middle students as following: the quantity of peer is fewer, the circle of peer interaction is smaller, the structure of peer is single, being puzzled by the peer interactions, lacking of peer interaction skills such as cannot in harmony with peers, cannot deal with the contradiction between peers, like alone, failing to develop normal peer relations, make social groups, heterosexual peer interaction obstacles, and so on.This dissertation analyzes the direct and indirect reasons for those obstacles. The main direct factors are the left-behind junior middle school students' own reasons: they are left-behind students' adverse psychological personality, including Inferiority mentality, suspicion mentality, shyness mentality and loneliness mentality. Besides, the left-behind students' adverse moral character and bad behavior. The indirect factors mainly include family, school and society. The left-behind junior middle school students' family education is missing and family guardian cannot undertake this responsibility; School leaders failed to pay sufficient attention, the teachers not give enough concern, and other students' mistake; social factors mainly include poor rural cultural market environment and security environment, the government's insufficient attention to left-behind children and ineffective measures, The shackles of dual-structure system and system defects.According to the above status quo of peer interaction obstacles and reasons, according to the reality of current situation of left-behind students' education, this dissertation puts forward several educational suggestions: First, rebuild rural left-behind students' psychological environment in the family. It mainly includes three aspects: Grandparents care, self-stay and predecessors-foster children should be minimized; If parents had to work outside the home and the habitat locations fixed, it would be better to keep the kids around and make the children go to the nearest school; The parents have to upgrade their quality and the ability of psychological counseling for the children. Secondly, strengthen school care for left-behind junior middle school students. It mainly includes six aspects: school work should increase the content of psychological care; Opened relevant courses such as basic etiquette and skills; properly intervene students' puppy love, promptly carry out puberty education; playing correctly the guiding role of authority figures in informal groups; organizing colorful interpersonal communication practice; contracting the mode of making home and school integrated to promote interaction between parents and teachers. Thirdly, establish an effective linkage mechanism of family, school and community; integrating the power of social assistance to left-behind junior middle school students.