A Study On The Lack Of Emotion Problems Of The Left-behind Children In Rural Areas And The Strategies Of Emotion Management Strategy In The Perspective Of Head Teachers

In the process of industrialization and urbanization in our country,a large number of rural surplus labor flows into the city,and a group of the rural left-behind children who have large scales,wide coverage,and many problems are derived from the gap of “urban & rural dualistic system”.Up to now,the vulnerable group has caused widespread concern of the social and academic circles.In the process of their growing up,more and more problems are worth studying,and the emotional problems are an important research field for the left behind children.The study is about the lack of emotion problems of the left-behind children in rural areas in the perspective of head teacher.First of all,based on three factors that the modern teachers have been given the role of “surrogate parents”,the special role and status of the teacher in the school education,as well as the practical needs of emotional development of the left-behind children in rural areas,The head teachers need to take on the responsibility of “surrogate parents” consciously,and exert their influences and functions in the process of the emotional development of the left-behind children in rural areas.Secondly,this study adopts the questionnaire survey method,interview method,and case analysis method to make investigation and analysis on the lack of emotion problems of the left-behind children who are from S primary school where writer works,and finds that the lack of emotion problems of the left-behind children are mainly in the following aspects: the lack of a sense of security,the loss of sense of belonging,the lack of friendship and the variation of moral emotion.And then an analysis is made on the lack of emotion problems of the left-behind children in rural areas in the perspective of head teachers.In addition to taking into account the family situation of the left-behind children,more analyses are made from the school,the class and the teacher themselves.It is found that the current school in the hierarchy of control system advocates competition and emphasizes the exam too much,ignoring the emotional needs of the left-behind children in rural areas;in the course of class education and management,the head teachers usually choose means and forms like criticism and punishment,example and reward and control and authority,making the class lack of emotional temperature as a learning place;the head teachers emphasize too much on the knowledge indoctrination and disciplinary coercion,and there is even the existence of the language stigmatizing and intimidation.It cannot promote the healthy emotional development of left-behind children,and even aggravate the severity of left behind-children's emotional problems.Finally,it puts forward the emotion management strategy on the lack of emotion problems of the left-behind children in rural areas in the perspective of head teachers,mainly including the followings: change the concept of educational responsibility,and play an exemplary and leading role;communicate with left-behind children family,and do a comprehensive understanding about left-behind children;coordinate instructors to care about left-behind children;build a harmonious teacher-student relationship,and create mutual caring atmosphere in class.