A Qualitative Study Of The Rural Left-behind Junior High School Students Weariness Of Learning

With the development of industrialization,urbanization and modernization in our country,the surplus labor force in rural areas is rapidly shifting to cities.The surging tide of migrant workers and businesses has caused many children in rural areas to lose their parents' direct supervision for a short or long time and to be taken care of by one of their parents,the elderly or relatives at home.This has formed a special group in China's rural society-"left-behind children".Because they have been separated from their parents for a long time,they lack their parents' care and ideological communication,which,over time,leads to many problems such as poor performance and discipline.Among them,the tendency of being tired of studying is serious,which is the most common and dangerous problem among the many problems of Left-behind junior high school students in rural areas.Therefore,it has become an urgent problem in the current society and education circle to solve the problem of school weariness of the Left-behind junior high school students in rural areas,which has important theoretical and practical significance for the future educational development of our country.This study uses qualitative research methods to explore the learning weariness experience of rural left-behind junior high schools and its influencing factors from the micro perspective of the subject's own discourse and cognition.On the basis of investigation and interview,this study selects a rural school in Xinyang city of Henan province as the sample school.after entering the scene,through interviews and participatory observation,four rural left-behind junior high school students are selected as the research objects.After a detailed understanding of the family and school experience of the four case students,three themes of the study-weariness experience of the rural left-behind junior high schools are obtained: home is not home,school life is boring,and there is no hope for the future.It also analyzes the factors that affect the formation of his weariness of learning experience are that individuals are afraid of suffering hardships,only want to be comfortable,are full of negation to themselves,have no interest in learning,and have poor self-control.Family factors are poor family environment and problems in parents' education.School factors are unreasonable school evaluation system and weak rural teachers.Social factors are the useless theory of rural reading and the influence of the Internet.