Research On Students' Educational Expectations In Absolute Poverty-stricken Areas From The Perspective Of Total Social Phenomenon

Currently,China's poverty alleviation has made decisive progress.The next arduous task facing China's poverty alleviation is how to solve the problem of deep poverty.In the context of the deep poverty-stricken areas,and the atmosphere of the education for alleviation,education expectations as an important intermediate variable that links family background,educational choices and educational achievements should be concerned.Educational expectation is the psychological expectation of the individual's level of education that he or she is pursuing or hopes to achieve based on her own ability level and actual situation.This study mainly uses the field survey method of educational anthropology to study the current presenting of educational expectations in deep poverty areas,analyzes its characterization,and also analyzes the problems and attributions of students' educational expectations in deep poverty areas.It is expected to benefit education in deep poverty areas and ethnic minority areas.Based on the survey,it is found that the education and expectation of students in deep poverty areas has been greatly improved,but it is still significantly lower than the national average,and there are certain internal differences.On the basis of predecessors' theory and empirical research,this study uses Marcel Moss' s overall social fact theory to discuss the ways of influence of specific factors at each level and the space in which each plays a role,and draws the conclusion of this study: The educational expectations of students in poor areas are affected by three aspects.Morphological level,that is,students' understanding of education and belief in self-ability;social function level,including natural conditions,economic conditions,policy implementation,and school conditions in deep poverty areas.The historical level is mainly reflected in the unique cultural conditions of the deep poverty areas.We need to learn from the favorable conditions to the development of students and the improvement of students' educational expectations,and learn from the conditions that limit the development of students in deep poverty areas.Safeguarding education equity and intergenerational mobility requires thoroughly shattering the glass ceiling in perception and practice of poor families.Improving the educational expectation of poor students is a touchstone.According to a series of factors that affect the educational expectations of students in deep poverty areas,this study puts forward suggestions: strengthen emotional support to enhance students' ability and belief;establish self-reliance and enhance students' internal motivation.Improve the supply of general employment to meet the personality development of students;optimize vocational education to stimulate students' learning needs;strengthen employment guidance to improve information poverty.On the one hand,this study expands the relevant research on educational expectations,pays attention to the students in deep poverty areas,and provides educational anthropological explanations for existing research.On the other hand,from the educational expectations and educational needs of students in deep poverty areas,it provides a reference for promoting students' development,promoting education equity and educating against poverty.