A Study On Dilemma Of The Left-behind Children In Rural Areas From The Perspective Of Non-continuous Education

From 1920’s, along with the accelerated industrialization and urbanization,“left-behind children” are becoming a closely watched special group. The emotional and moral concern from society and academic world upgrade this “left-behind dilemma” gradually to be a social issue. Plus the constant focus and amplification effect, all the researches about “left-behind children” are abnormally problematized.Nevertheless, for the life-growing and development, in this phenomenon, you can see the co-existence of “problem” and “opportunity”, “frustration” and “new life”.“ Non-continuous education”, as a morality and philosophy, is based on the life predicament and actual state, it views human being in an integrated insight, and emphasizes the spiritual meaning of living and development. It unveils the positive meaning of significant accidental event in one’s life and growth and is full of critical wisdom. This paper tries to solve the “left-behind dilemma” in the vision of“non-continuous education”, and expects to provide the new thought of study to this issue.This research can be divided into 4 chapters: Chapter I: Introductory theory--it mainly analyzes the reason of choosing this topic, meaning of research, thought and methodology of research and related research overview. Chapter II: Introduction of the real situation of “left-behind children in the rural area”,maybe the co-existence of“problem” and “opportunity”. It states the definition of “left-behind children in the rural area” and introduces the reason of this phenomenon specifically focused on the children in Baotun Town of Henan province. Chapter III: The relation between“left-behind dilemma and non-continuous education. It narrates from these following3 aspects: connection between “life circumstance”and “growth crisis”, the relationship between “temporary isolation” and “contingency interrupt”, the connection between“ Grow up in adversity”and “develop from crisis”. Chapter IV: Solution led by the non-continuous educational concept. It gives feasible and pointed suggestions from 4 aspects: Society, school, home and children themselves.