Research On Learning Behaviors And Educational Countermeasures Of Rural Left-behind Children

Teaching from the teachers and studying from the student are two parts cannot be separated in teaching. With the deepening reform of the basic education curriculum, student learning behaviors have also been concerned by more and more scholars. In this paper, we concentrated on the learning behaviors of children left-behind in rural junior high-school. By literature research method, we card the research achievements on children left-behind and learning behaviors at home and broad, which provide systematic theory basis for this topic. This paper adopts questionnaire methods and observation methods for surveying four ordinary junior high schools in Anhua County to explore the learning behaviors of children left-behind. We investigate the behaviors problems, analyze causes and propose countermeasures to optimize their learning behaviors. The paper is divided into five parts.Section one is the introduction, illustrating topic-selecting reasons, research significances, existing literature reviews, the definitions of related concepts, and research thought and methods. Section two presents the questionnaire development and investigation process and the individual observation design. Section three analyzes the results of questionnaire and observation. Section four concludes the findings and analyzes the causes. Learning behaviors of children left-behind in rural areas have positive aspects as well as improper aspects. Improper behaviors in learning are the absence of learning initiative, poor learning habits, lack of enthusiasm in cooperating and communicating, and poor self-control ability.Then analysis reasons from the left-behind children,teachers and guardians.Section five suggests improving the learning behavior of children left-behind in rural areas from the following aspects:first, stimulate study interests to improve the learning initiatives of the children left-behind. Second, develop good learning habits with the combination of the students’own situations. Third, create chances for children cooperation and communication. Fourth, parent-school collaborates to improve children self-control ability.