Generation And Reflection On Learning Values Of Left-children In Rural Areas From The Perspective Of Daily Life Practice

The left-behind children,is the product of China’s population movement,caused the social attention and attention from all walks of life.In academic circles,many scholars from demography,psychology,sociology and education and other disciplines perspective on the group’s education problems in-depth study,rich in results.However,there is a lack of systematic research on the intrinsic motivation mechanism of left-behind children in rural areas,and less research on left-behind children in remote rural areas in western China,the study focuses on the learning values of left-behind children in rural areas of Guyuan city,Ningxia,by a dynamic process of the dialogue between theory and experience phenomenon,the generation process of the group’s learning values is deeply and carefully observed.At the same time,based on the subtle daily life as a research environment,with the help of the theoretical explanation and methodological significance contained in the concepts of "field" and "habitual" and through the concrete practice of left-behind children in the rural field,the generation process of their learning values is presented,which is helpful to more deeply understand the current educational situation of left-behind children in rural areas.More importantly,through the daily presentation of the generation process of left-behind children’s learning values,this paper tries to observe how the group actively constructs the self-inner learning values in the external social structure,and discusses the relationship between the status quo of left-behind children’s learning values and the generation environment.It is found that the left-behind children’s learning values have the obvious characteristics of promoting learning achievement as basic purpose and realizing life ideal as the macroscopic purpose.This characteristic of left-behind children’s learning values is closely related to the primary environment in which they live-family,secondary environment-school and community.Through field observation and research,it is found that the generation environment of their learning values lies in the family environment under the change of structure and function,the school environment under the external and internal fracture,and the community environment under the substitution of the overall "hollowing out significant" and local educational function.Based on this generation environment,the learning practice in the daily life of left-behind children shows that in the process of their learning values generation,family education expectations and the influence of important others have an intrinsic driving role,the transfer of school learning values and peer group communication to their original learning values play a certain degree of strengthening,and the rural community "jump agriculture door" consciousness of the dissemination and weak community culture transfer,make it in the process of left-behind children learning values generation guidance role is weak.The last part of the discussion is trying to explore the left-behind children’s spiritual world,the practical world and reflect on world of the daily life based on the present situation of the environment of the learning values of left-behind children,combined with the characteristics of the left-behind children’s learning value generation process.On the whole,the left-behind children’s spiritual world is stable,but there is also the possibility of transformation under the influence of external strength,individual practice under the restriction of external structure has to play the initiative of self-strategy,and for the spirit and practice of common operation place-daily life,can not be repeated and left-behind children’s education-problem and rural teenagers’ weariness and other problems and paralysis,need to give high attention.