Study On The Status Quo Of Mathematics Entrance Preparation Of Left-behind Children In Large Class And Family Influencing Factors

Left-behind children are a group of children that are highly concerned by the country and society.The development of children’s studies is inseparable from adequate school preparation,and the level of school preparation is directly related to the academic performance of entering primary school.At present,the situation of left-behind children in our country is generally in a disadvantageous position,and there is little attention to the left-behind children of preschool age,and the study of their school readiness is rare.Based on the mathematics entrance preparation test,family questionnaire survey and kindergarten teacher interviews of left-behind children in Yangxin County,Hubei Province,this paper explores the current situation by analyzing the family structure,education level,economic status,educational resources and frequency of mathematics activities of left-behind children’s current families.The influence of the family education environment and education status on the mathematics preparation of preschool left-behind children.The research results show the mathematics school readiness of preschool left-behind children and the impact of current family environment factors on children’s readiness.Studies have shown that the mathematics school readiness development status of pre-school left-behind children is generally at the primary development level,but it does not form a significant difference with non-left-behind children.The gender difference in mathematics school readiness development level of left-behind children is not significant.In the analysis of the factors affecting the family environment,the results show:1.Family structure has a significant impact on the mathematics school preparation of left-behind children.The left-behind children taken care of by their fathers or mothers are significantly better than the left-behind children raised by the elderly in mathematics school preparation.2.The family education background has a significant impact on the mathematics school preparation of left-behind children.The higher the educational background of the female parent,the higher the mathematics school preparation development level of the left-behind children.3.Family education resources have a significant impact on left-behind children’s mathematics school preparation.The richer the family’s mathematics education resources,the higher the level of mathematics school preparation development of left-behind children.4.Family economic status has a significant impact on left-behind children’s mathematics school preparation.The richer the family’s economic status,the higher the level of mathematics school preparation development of left-behind children.5.Family parenting activities have a significant impact on left-behind children’s mathematics school preparation.The more frequent family math activities are carried out,the higher the level of mathematics school preparation development of left-behind children.Finally,this research puts forward corresponding educational suggestions from improving the family environment of left-behind children’s mathematics learning,deepening the reform of children’s mathematics teaching methods,and developing children’s mathematics thinking.