Rural Left-behind Children Present Situation And The Learning Of Chinese Language Teaching Countermeasure Research

Really pay attention to three rural issues, especially the problems of migrantworkers, we should not only concern their unpaid salaries and living conditions butalso focus on their children’s education problems, which is the hope of our countryand society.Linyi Mengsi Experimental Elementary School in Shandong province is a case inthis research, the present situation, problems and teaching strategies of Chinese studyfor rural left-behind children are systematacially researched and analyzed by fieldsurvey, using literature, questionnaire, interview, observation and other methods. Thesurvey shows that rural left-behind children’s Chinese learning is lack of effectivesupervision, and it leads to the passive attitude to study, not clear to the Chinese study,bad study habits, and Chinese test performances are bad and gradually decline;"thespectator" is a consistent attitude for left-behind children in the Chinese study activity,and pseudo learning phenomenon has a spread trend.The reason to the problems of left-behind children’s Chinese study is various, haveincluding social effects, family insufficient supervision, school and teachers’ neglect,and so on. In the current irreversible trend of migrant workers going out fornon-farming jobs, the rural left-behind children cannot change the current learningconditions in a short time. This study is from the Chinese teachers working atcountryside schools point of way, tries to find the existing shortage of the ruralChinese teaching, and use the unique characteristics of Chinese discipline to love theleft-behind children based on the current conditions.The rural Chinese teachers usually have double identity: peasant and teacher, sotheir limited energy inevitably affects Chinese teaching activity and designarrangement; Together with the their deficiency of teaching idea,"recessive authority"virtually influences Chinese teachers to correctly get the left-behind children’spsychology, and enter the empirical circle in a relatively closed environment.Therefore, the Nel Noddings’s care ethics is taken as theoretical basis, effective experience of emotional teaching is used for reference, the Chinese teaching in ruralschool is discussed and the corresponding strategies are put forward based on thepsychological characteristic of the left-behind children. Firstly, combine the schoolroutine management and Chinese teaching organically; Secondly, use thecharacteristics of the Chinese subject to create a spiritual home for the left-behindchildren; Thirdly, make a local Chinese class based on the rural background; Fourthly,emotional care based on text.