Study On Education Of Left-behind Children In Rural Areas

Since the party’s 18 th National Congress,General Secretary Xi Jinping pointed out many times: " To hold up the tomorrow’s hope of our country,we must take responsibilities for the children’s safety,health,and growth both from the party of family and school,government and community"."We need to care for left-behind children and left-behind elderly people.We must improve working mechanism and measures and strengthen management and services to provide them the warmth of the socialist community”.Therefore,how to solve the problems existing in the education of left-behind children in rural areas,effectively protect their legitimate rights and interests,and promote their healthy growth are the practical problems urgently needed to be solved in the process of wining the fight against poverty,achieving the goal of “two hundred years”,realizing the great rejuvenation of the Chinese dream and building a community of human.Based on the multidisciplinary perspectives of political,sociology,and educational science,this thesis begins with macroscopic social issues to study the education of left-behind children in rural areas of Zhaotong district.First of all,an empirical study was conducted to investigate and analyze the education of left-behind children in rural areas of Zhaotong district.Based on the investigation and analysis,we analyzed the problems existed in the education of left-behind children in rural areas of Zhaotong district.It was found that these children in Zhaotong district were lack of family education,educational capacity of guardians were inadequate,school education resources were limited and social supports were insufficient.After investigation,it was discovered that many migrant parents left their children to elderly people,thus the problem of “alternate generation education” was particularly prominent among “left-behind children” groups,which led to left-behind children’s longing for family and deviations in their physical and mental health,character and habits,affected their learning and some even go toward crime.This paper mainly includes four parts:Chapter One: Introduction.This chapter discusses the views of domestic and foreign scholars on the status of left-behind children’s education in rural areas;the theoretical and practical significance of research on the education of left-behind children in rural areas of Zhaotong district;research ideas,focus,difficulties,innovations,methods.The second chapter: The related concepts and theoretical basis of left-behind children’s education in rural areas.This chapter defines the concept of left-behind children in rural areas,clarifies the concept of left-behind children and the education of left-behind children in rural areas,and sorts out the theoretical basis of left-behind children’s education in rural areas.Finally,it discusses the significance of precise poverty alleviation for the education of left-behind children in rural areas.The third chapter: The problems and causes of the education of left-behind children in rural areas.This chapter is based on surveys conducted by 7 primary and secondary schools in Zhaotong district.We counted and analyzed the data to explain the basic situation of the education of left-behind children in rural areas,Based on empirical research,we analyzed the problems existed in left-behind children’s education in rural areas and found its problems mainly include four aspects: lack of family love and family education,educational capacity of guardians were inadequate,school education resources were limited and social supports were insufficient;Combined with data obtained from the survey,we analyzed the causes of left-behind children’s education in rural areas and there are four aspects: economic condition is weak,the number of left-behind children is large,and the cultural and educational concepts is lagging and lack of long-term and stable support system.Chapter IV: Analyze the path of the education of left-behind children in rural areas.This chapter focuses on creating a good family atmosphere,the government should establish a guarantee mechanism for left-behind children’s psychological health education,significantly improve cultural,educational and ecological environment in rural areas,promote interaction and common building of culture and education among rural areas,guide family with left-behind children to attach great importance to cultural education;Finally,it’s needed to establish a long-term stable mechanism for the management and assistance of left-behind children in rural areas and strives to reduce the phenomenon of left-behind children from the source.