The Study On The Caring Ability Composition And Development Path Of The Primary School Teachers For The Left Behind Children

With the development of society,more and more people go out as migrant workers.Because of the special geographical location and the ethnic area of Yanbian,a lot of people choose to go abroad.Therefore there are a large number of left behind children here.And the problems also emerge.As we all know,the left behind children are with the teachers most of time.So the teachers are also responsible for the children.And primary school is an important stage for the growth of children.Therefore the caring ability for left behind children of primary school teachers affects them directly.In addition,the Opinions of the State Council on Strengthening the Caring and Protection of Left Behind Children in Rural Areas clearly stipulates that the caring and education of left behind children are included in the training content of teachers in order to improve the caring ability of teachers for the left behind children and strengthen the construction of caring ability.At present,the research on the caring ability and development path of left behind children is still limited.Through studying a lot of literature,the caring ability is divided into five dimensions which are teaching ability,guiding ability,interfering ability,discovering ability and organizing ability.The development path is divided into the four dimensions which are professional guidance,training support,peer support and personal reflection.The questionnaire survey is used in this paper.In order to know the caring ability level of the general and each dimensions and the development conditions,the paper investigated all the teachers of four primary schools in Yanji City.This paper also discussed the influence of professional guidance,training support,peer support and personal reflection on the development of caring ability of the primary school teachers by using interview and observation investigation.Through the analysis and discussion of investigation results,the paper will come up with the following conclusions:First,the level of development of the caring ability of primary school teachers for left behind children is general,72.6%teachers in the general level and above;the class teachers' caring ability level is higher than that of non class teachers;the teachers of 6-10 years teaching-age are in the highest level,1-5 years of teachers' is the lowest.Second,the level of development needs to be improved,peer support level is relatively good,and the level of training support is the lowest.Third,primary school teachers left behind children' s caring ability for professional guidance,training support,peer support,personal reflection of significant impact.The teachers are lack of caring knowledge,lack of effective personal reflection,schools and related departments lack of clear standards for teachers caring ability training,lack of support,leading to teachers left-behind children caring ability development level is low.Based on the above conclusions,suggestions are as follows:Firstly,enhance teachers ' awareness of caring and improve teachers' professional knowledge.Secondly,improve the teacher training support system and build the bridge for teachers learning.Thirdly,carry out the cooperation of teaching and researching to promote the joint development of teachers.Fourthly,improve the awareness of self—development and personal reflection of teachers.