The Research About The Influence Of Parent-child Interaction On Studies Of Left-behind Children In Rural Areas

The core of rural left-behind children’s education is the absence of family education.The original complete family structure was fragmented due to “parent-child separation,” and the child was from a stable traditional family life to a stay-at-home life,the guardianship was from the parents to the entrusted agent,and the internal functions of family education were dispelled and weakened.In order to solve the problem of rural left-behind children’s education,the family education system should first be restored and restored.Parent-child interaction has an important influence on family education.The nature,characteristics,and processes of parent-child interaction directly affect the effect of family education.The main methods of literature research,statistical analysis,field surveys,case analysis and comparative research.Investigating left-behind children in Xingzhan Village,Baiquan County,Qiqihar City,Heilongjiang Province.The paper researchs the impact of parent-child interaction on the studies of left-behind children in rural areas with the perspective of parent-child interaction.Then the suggestions for solving education problems of left-behind children in rural areas were suggested.Firstly,this paper analyzed the interaction between left-behind children and left-behind parents from the five dimensions of interactive background,interactive promoters,interactive themes,interaction depth,interaction initiation methods and response methods,between left-behind children and parents who are away from home from the interaction methods,interaction initiative,frequency of interaction,interaction time and interactive content.Founding the following problems:(1)Parent-child interaction status is not sub-equal;(2)The time of effective interaction is short;(3)The interaction content is single and boring;(4)The family parenting style is improper;(5)Fathers are less involved in interaction;(6)The negative impact of Game interactions is great.Secondly,on the basis of the research data of the “Research on Compulsory Education System under the Background of Rural Population Mobility”,the spss25.0 statistical software was used,analyzing the influences that the parent-child interaction from rural left-behind children on achievements,mental health,moral conduct,and interpersonal relationships from interaction frequency,interactive content,and interactive effect.The study found:(1)The frequency of interactions,interactive content learning,and interaction effects was significantly positively correlated with rural left-behind children’s language,mathematics,and English.(2)The frequency of interaction was significantly positively correlated with the learning motivation system,school satisfaction,and family well-being,and was negatively correlated with negative psychology;the learning of interactive content was positively correlated with the learning dynamics system,school satisfaction,and family well-being,and there was no statistically significant correlation with negative psychology.There was a significant positive correlation between interactive content dietary health and learning motivation systems and family well-being,and there was no statistically significant correlation with school satisfaction and negative psychology;Interactive content security issues were significantly positively correlated with learning motivation systems,school satisfaction and family well-being,and negatively correlated with negative psychology;interactive content parents working and living.It is significantly positively correlated with the learning motivation system;the interaction effect is significantly positively correlated with the learning dynamics system,school satisfaction,and family well-being,and negatively correlated with the negative psychology.(3)The frequency of interaction and interaction effects is not statistically related to the moral conduct of left-behind children in rural areas.The learning of interactive content is significantly positively correlated with the ethical conduct of left-behind children in rural areas.(4)The frequency of interactions was significantly positively related to guardianship and peer relationships;there was a significant positive correlation between interaction content learning,dietary health,security issues and parental life and work and guardianship,and there was a significant positive correlation between interaction content security issues and peer relationships;interaction effects and guardians.The relationship was significantly positively correlated,and there was no statistically significant correlation with peer relationships.Finally,exploring the specific difficulties of the parent-child interaction of left-behind children in rural areas,the main manifestations are three aspects:(1)Limited parental education quality results in difficult interaction;(2)Difficult conditions of left-behind children that participate in parent-child interaction is difficult;(3)Parent-child Discreteness makes direct interaction difficult.The problem of left-behind children’s education is a complex system project.From the perspective of parent-child interaction,in order to break the three difficult problems,left-behind children’s family parenting education and family social work should be developed in rural areas,and gradually improve parents’ family education quality;actively guide and ensure children’s rational use of mobile phones,speeding up the construction of rural broadband infrastructure,and create convenient conditions for left-behind children’s parent-child interaction;To achieve rural left-behind children parent-child Reunion also requires support from the government,businesses,schools,society,and the media.