Analysis Of The Current Situation And Countermeasures Of Middle School Chemistry Education For Left-behind Children In Fuping County

With the development of urbanization and modernization in China,the migration of surplus rural labor to cities has become the primary pathway for farmers to lift themselves out of poverty and a driving force behind the country’s sustained rapid economic growth.However,this has led to a significant number of left-behind children,as the majority of migrant workers’ children are left in their rural hometowns.These leftbehind children face various difficulties and challenges in their education,thoughts,and daily lives.Research indicates that there are several issues in the middle school chemistry education of left-behind children,including a lack of educational resources,inadequate teaching staff,outdated educational methods,and insufficient learning motivation.However,specific and effective strategies to address these problems have not been proposed.Therefore,this paper proposes a series of strategies,including strengthening teacher training,improving learning environments,enhancing educational methods,and increasing student learning motivation.By implementing these strategies,the quality of middle school chemistry education for left-behind children can be improved,enabling them to better adapt to the needs of social development and providing robust support for future development.In summary,the issue of junior high school chemistry education for left-behind children in rural areas needs to receive more attention and be addressed to promote the development of rural education and the comprehensive development of the rural economy and society.This paper is divided into five parts:The first part is the introduction,including six aspects: research background,research purpose and significance,domestic and foreign research status,research content,research methods,and research ideas.The second part is theoretical basis and conceptual definition.This study is based on the theories of family identity,social support,ecological system,and Marxist educational equity,and defines the content of left-behind children and junior high school chemistry learning.The third part investigates and analyzes the current situation of junior high school chemistry learning for left-behind children in rural areas through questionnaire surveys and teacher interviews.The survey results show that most students have poor basic learning skills due to lack of supervision at home,low classroom activity and participation,and weak ability to participate in class.The attitude and awareness towards learning are not clear enough,and they lack the awareness and ability of independent learning and exploration.Learning is often based on rote memorization,and students are accustomed to teacher-centered teaching methods.In the fourth part,based on the survey results of the current situation of left-behind children’s chemistry learning in rural areas and interviews with front-line teachers in rural areas,corresponding strategies for improving junior high school chemistry education for left-behind children in rural areas are proposed.The fifth part is the conclusion and reflection of the research.The shortcomings of this study are pointed out,and suggestions and prospects for the education of left-behind children in rural areas are proposed.The conclusion of this study is drawn through literature research,questionnaire survey,interview,action research,and comprehensive analysis,indicating that by implementing these strategies,the quality of junior high school chemistry education for left-behind children can be effectively improved,helping them better adapt to the needs of social development and providing strong support for future development.The results of this study can also provide references for the education of leftbehind children in other rural areas.