A Case Study On Interpersonal Adaptation Of Left Behind Children In Boarding Junior Middle School

In recent years,although the social various aspects strength of left-behind children,left-behind children also get a solution But under the big trend of urbanization,and constrained by China's unique household registration management system and the urban and rural dual system,the change of the left-behind children phenomenon is not one thing,left-behind children is inevitable long-term existence and need long-term focus on social groups Studies have shown that left-behind children in boarding schools have problems in interpersonal adaptation to varying degrees,which is not conducive to the healthy growth of left-behind children,especially in ethnic minority areas.Better communication among students of different ethnic groups is the advocacy of the "Three Crossroads" policy and the fundamental way to strengthen ethnic unity Therefore,from the perspective of student development,the research tries to pay attention to the current situation of interpersonal adaptation of left-behind children among different ethnic groups in boarding schools.Consideration of comprehensive factors,the research selected X junior middle school students as the research object,through the specific research methods such as observation interview material collection,from ethnic grade parents upbringing The parent-child relationship,left-behind types to these aspects of the four representative of left-behind children as the research object According to and draw lessons from the related theory,it is concluded that left-behind children interpersonal adaptation of two dimensions: interpersonal cognition and human reaction,to explore the present situation of left-behind children interpersonal adaptation of boarding schools,and in the form of story text display Studies have found that there are different degrees of left-behind children interpersonal adaptation,the interpersonal adaptation process also is not never adapt to adapt to the straight line smooth excessive,when left-behind children from primary to junior high school,in the stable state of entering the heterogeneous culture,its present a significantly different interpersonal adaptation,mapping out the different reasons behind it.According to the theory of social ecological system,the interpersonal adaptation problem of left-behind children is the result of multiple factors.Combined with the problems reflected by the empirical research,the research further analyzes the reasons for the interpersonal adaptation of the left-behind children from four aspects: left-behind children themselves,social and cultural concepts,family environment and school environment.Finally,the study puts forward the following educational countermeasures from the perspective of schools and teachers: attach importance to the mental health education of left-behind children;actively encourage and guide left-behind children to enhance the sense of belonging to the school of left-behind children;face up to the family education of left-behind children and create a campus culture of solidarity and mutual assistance;strengthen National standard language education;treat "stay behind" as an educational resource;strengthen the recruitment and training of life teachers.From the perspective of teachers: do a good job in home-school cooperation to form a good parent-teacher relationship;strengthen informal communication to meet the reasonable needs of students;take the initiative to care for left-behind children and promote mutual acceptance among students;attach importance to emotional management and strengthen self-reflection;establish Left-behind children database and growth files.