Study On Learning Environment Of Rural Rear Children

Learning is the main task of compulsory education for students. However, due to lack of parental care and supervision, rear children left behind in rural areas are often more susceptible to environmental impacts so that their learning activities do not produce satisfactory effects. In promoting the concept of learning style shifting from teaching to learning, the learning environment has had a significant impact on the studies, thoughts, emotions, and overall development of children. Good learning environment helps children to love learning and enjoy it, and to enhance their comprehensive ability, emotional sustenance, sound thinking and healthy personality in the process of learning. In this paper, the author tries to explore the unfavorable factors in the learning environment of rear children left behind in the rural areas through his own research and connecting with the practical situation of the school where he works, and to analyze the causes to provide a reference for the improvement of rural left-behind children’s learning environment.Through the questionnaire survey and interviews, the author found that there are three main adverse impacts of the learning environment for children left behind in rural areas on them. The first aspect is that unrestrained and rude upbringing is not conducive to the development of children’s physical and mental health; the second one is a closed and rigid school environment is not good for the full and harmonious development of the children; and the third is bad social values ? ?will not help to stimulate interest in learning of those rear children.The reasons for producing these negative factors include the following four aspects: the reasons of the family, including lack of harmonious family atmosphere,poor cultural and ideological qualities of their guardians, and lack of timely and effective communication between parents and children; their own reasons of rural rear children, such as the physiological and psychological characteristics of junior high school students; the school aspect reasons, for example, schools and teachers ignore the left-behind children’s inner world, the school do not give proper comfort to therear children, and there are lack of timely and effective communication between the schools and parents; and the fourth is some social reasons, including schools’ lack of care and management of rural rear children, bad impact s of some adults’ demeanors on them, as well as the relevant authorities’ indifference to their after-school life.The results prove that the following three aspects need to be focused on to improve the learning environment of rear children left behind in rural areas: building a good family environment in network era, such as parents far away from home do not feel estranged from their children, and absent parents showing their good care of their children; creating a campus culture conducive to the overall development of students,including forming a rich and modern teaching environment, developing a happy and personalized extracurricular activities, and establishing new and harmonious teacher-student relationship; and the establishment of good spiritual civilization beneficial to education, such as building up the social environment where all people care about the children, carrying out a variety of the public welfare activities, as well as creating a social atmosphere for all to grow healthily.