Educational Management Of Rural Children Left Behind

In China’s economic and social development process, a large number of surplus rural laborflowing into the city, most of the children still living at home, thus formed a special group, therural left-behind children. In2011, Shandong province launched focus groups of young peopleeducation management and prevention of crime of pilot work, the rural left-behind children as animportant type of key youth group, Zoucheng city as one of the first batch of pilot counties inrural left-behind children education management professional work, the author as the workingmembers to participate in the pilot work in Zoucheng City, the basic situation of the ruralleft-behind children living, learning, psychological investigation, on rural left-behind childreneducation management work carried out a large number of field visits, the actual situation, basedin Zoucheng City, small, on the existing problems in rural education left-behind children toexplore and analysis, and puts forward some countermeasures, in order to carry out the toprovide reference for the work.The main content of this thesis consists of four parts:The first part is the introduction, outlines the research background, purpose and significance,research progress at home and abroad, research methods, theoretical support experience, etc..Overall, with the increase in the number of migrant workers, the number of rural left-behindchildren are increasing, the problem of education has highlighted ceaselessly, become the focusof attention of government and society, which, at home and abroad have done a lot of research,the domestic research as principle, based on a large amount of research, method methods throughliterature review method, questionnaire survey method, observation, experience, using the newrural construction theory, Maslow’s hierarchy of needs theory, based on the public managementperspective, to explore the county territory rural left-behind children ask questions, summed upthe general rules.The second part is the rural left-behind children education management, from thecountryside explains the meaning and importance of the characteristics of children’s educationmanagement. Rural left-behind children is a social focus, from the rural left behind childreneducational management, educational management problems of rural left behind children is animportant part of public management, solve the existing problem of the group, is to strengthenthe necessary requirement to improve public management. The importance of children’s education management from the point of view of rural, rural left-behind children is a group thatcan not be ignored, provide public products and public services for them, is the fundamentalneed to realize rural interests groups of children, but also the development of the motherland"succession someone" strategic affairs.The third part is the analysis of the current situation of the education of children staying inthe village management. First introduced the Zoucheng rural reality of children’s educationmanagement left behind, mainly is to establish and perfect the work leading group, acomprehensive grasp of the quantity characteristics of left-behind children in rural areas, andstrengthen the rural left-behind children education management by strengthening ruralleft-behind children rights maintenance, care, help the work of special education, as well as theperfect the construction, mobilize social forces, construction supervision system and othermeasures. Secondly the research of children’s educational management in the existing problemsof rural left behind,"everyone in the tube, who also not good" embarrassing situation, at present,from home to school, from the government to the society, more and more people began toconcern about rural left-behind children education, but education in the lack of a dominantmechanism or guide the management department, the tube, poor effect of "lively" phenomenon;rural left-behind children education management the first face is the particularity of ruralleft-behind children of their own, which must also be incorporated into the basic problems ofrural left-behind children of public management, rural left-behind children their own problemswith congenital, do not consider the children characteristics of rural left behind, but alone publicmanagement theory, it is difficult to achieve the desired effect. Finally, analysis of the causes ofthe problem, in general, has the reason of economic development foundation, also have thereason of institutional mechanism, both parties of family school management responsibility, alsohas its own problems in rural left-behind children.The fourth part is the countermeasures to realize the management of rural left behindchildren education. This paper from the economic development, policy, public service, socialparticipation, the formation of government, family, school, social parties cooperation. Balanceurban and rural development, promote the building of a new socialist countryside, realize theintegration of urban and rural economic and social development, is a fundamental solution torural left-behind children to non left behind the outlet of the transformation. Governments at alllevels should take the rural left behind children education management into economic and socialdevelopment plans, formulate implementation plans to solve the education problems of left behind children, effective guarantee of children’s basic life, education rights of rural left behind,to develop a set of administrative effective public policy guarantee system. In order to speed upthe process of equalization of basic public services, to meet the needs of rural left behindchildren’s life; to provide public safety services, security risks excluded children left in ruralareas; the construction of public service places, to solve the social problems of rural left behindchildren; broaden public service idea, meet rural left-behind children higher level needs; improvethe degree of socialization, several aspects of innovation the social governance mode of publicservice, improve the quality of. In addition, the establishment of rural left-behind children workleading group, improve the number one of the teaching and management mode, strengtheningeducation, is the route one must take coordination and deployment area rural left-behind childreneducation management.