The Influence Of Left-behind Children’s Study-weariness Behavior In Rural Education Factor Research

In the critical period of comprehensively promoting rural revitalization,attaching importance to rural education issues,giving priority to the development of education,and making up for the shortcomings of rural education equity is an inevitable requirement for achieving the goal of rural revitalization.This article goes into three rural primary schools with different levels of economic development in Fanzhi County.Through screening,16 rural left-behind children who have school-weary behaviors are selected to conduct interviews and surveys.Based on the large amount of original data obtained through interviews,grounded theory is used.In-depth analysis of the factors affecting the school-weary behavior of left-behind children in rural areas was carried out.Through the coding process and analysis of the interview data of 16 rural left-behind children,a model of the factors affecting the school-weary behavior of left-behind children in rural education was finally constructed.The results of the study show that five major categories,namely,teacher factors,school factors,family factors,social factors,and self factors have severely affected the school-weary behavior of left-behind children in rural education.Among them,the teacher factor is the direct cause that affects the school-weary behavior of the rural left-behind children,the family factor is the fundamental cause that affects the school-weary behavior of the rural left-behind children,the social factor is the indirect cause that affects the school-weary behavior of the left-behind children,and the school factor affects the rural left-behind children The objective reason for the study-weary behavior and the students’ own factors are the subjective reasons that affect the study-weary behavior of the rural left-behind children.On this basis,increase policy support and resource input in economically backward rural areas,and strive to change farmers ’ backward and conservative concepts;adapt measures to local conditions and fully integrate local characteristics to make appropriate changes to rural school textbooks in the region to stimulate rural students’ interest in learning;Improve education derivative services in rural areas,encourage private education institutions to go to the grassroots level,and prevent rural students from losing at the starting line;raise the entry threshold for rural teachers,strengthen regular teacher training,improve the overall quality of the teacher team in rural areas,and encourage teachers to diversify their teaching methods,Cultivate and stimulate the learning interest of left-behind children;strengthen management,strictly control the use of electronic products by left-behind children,and prevent them from indulging in electronic products and being unable to extricate themselves and other relevant feasibility suggestions.