The Research On Academic Differences And Influencing Factors Of Rural Left Behind Children And The Non-left-behind Children In Poverty-stricken Areas

Since the reform and opening up the process of urbanization, industrialization, gradually accelerating, especially in coastal areas, and vigorously develop export-oriented economy-oriented labor-intensive industries to the gradual emancipation of rural agricultural productivity brought a huge opportunity for the release of a large number of rural surplus labor, As a result, more and more young labor force in rural areas have migrant workers, resulting in the rural areas,"emptiness", and the rest of the sick and elderly and women and children. When the parents of migrant workers, the lack of communication between parents and children, poor temporary guardian intervention to the left-behind children in rural areas caused by the negative impact of the huge academic performance:class inattentive, distracted, the lectures inefficient; easy to produce feelings of inferiority, lack of motivation for learning, independent learning low capacity, low grades, or even weariness, truancy and other problems.Study of rural children left behind in academic problems can be scientifically accurate understanding of the problems and effective solution to this problern, which will help protect the healthy growth of children left behind in rural areas, improve academic performance, ease migrant parent worries, promote rural stability and harmonious development.On existing research results to define the concept of rural children left behind with their studies, by observation, questionnaires, interviews comparison sample areas of rural left-behind children with non-left-behind children’s academic differences, and finally from multi-theory, multi-disciplinary perspectives, including pedagogy (non-intellectual factors, social learning theory), the management psychology of motivation circle theory, Fu Daochun the new educational mechanism-family, community, schools combined, as well as stakeholders theory motivation, interest in learning, learning behavior habits, learning time and efficiency, learning guidance and supervision of the five aspects of attribution analysis, and concluded on this basis, to propose a solution.By studying the following conclusions:rural children left behind academic standard than non-rural children left behind academic level is low, despite the academic standard of the rural children left behind boys in academic level slightly higher than the non-left-behind children boys, cause this gap gradually narrowed, but left in rural areas children girls academic level is still below the academic level of the non-rural children left behind girls on the distribution of scores there is a big gap. On the academic level difference between the children of men and women in rural areas, there is a very interesting phenomenon, quite different level of academic performance between men and women in rural children left behind, rather than the children left behind the academic standard little difference between men and women, it is more interesting is that left-behind children in rural areas the boys academic level is higher than the academic level of the left-behind children in rural areas girls learning differences rather than the left-behind children between men and women, by contrast, the boys academic non-left-behind children is lower than the level of the academic level of the non-left-behind children girls.