The Research On Self-management Ability Of Left-behind Children In Rural Primary Schools

With the deepening of quality education,the Ministry of Education has also issued several documents requiring the cultivation of students’ self-management ability.This is not only the requirement and expectation of all circles,but also the need for the benign development of this special group of left-behind children.At the same time,because there are relatively few studies on the self-management ability of this special group of left-behind children in rural elementary school individually,this thesis focuses on the analysis of the causes of the problems of self-management ability of left-behind children in rural elementary school.Using literature,questionnaires,interviews and observations,the thesis investigated 246 left-behind children in grades one to six,their parents and teachers in13 rural elementary school and one central elementary school in town A,district H,Nanchang,in five aspects,including self-planning,behavior management,emotion management,time management and goal management,for a total of 60 people.The research showed that the problems of self-management ability of left-behind children in rural elementary school were: in self-planning,they were not clear enough in making long-term plans;in behavior management,they lacked self-reflective judgment in behavior;in emotional management,their emotional stability and emotional regulation ability needed to be improved;in time management,they lacked priority in time planning and arrangement;in goal management,they lacked persistence in the process of achieving goals.In terms of goal management,there is a lack of perseverance in the process of achieving goals.The reasons for the problems are: socially,the rural economy is backward and there is no corresponding economic policy support;secondly,there is a lack of long-term stable support system and household registration guarantee system for left-behind children;finally,there is a deviation in the focus of social help.In schools,schools do not pay enough attention to cultivating self-management ability of left-behind children;teachers’ level of cultivating self-management ability of left-behind children is insufficient.In the family,there are certain misconceptions in family education philosophy;parents’ awareness of cultivating self-management ability of left-behind children is weak.There is not enough articulation between schools and families,and no synergy is formed.As for the left-behind children in rural elementary school,the left-behind children lack the awareness of improving their self-management ability;they lack the methods of self-management.Through the analysis of the survey,we propose strategies to cultivate the self-management ability of left-behind children in rural elementary school: on the social side,government departments should tilt national economic policies to rural areas;education departments should introduce systems to cultivate the self-management ability of left-behind children;extensive publicity should be conducted to guide multiple social forces to focus more on the spiritual aspect of left-behind children’s concern.For schools,schools should pay more attention to the cultivation of self-management ability of left-behind children;they should speed up the level of rural elementary school teachers’ cultivation of self-management ability of left-behind children.For families,parents should continue to study and update their educational philosophy;parents should raise their awareness of cultivating self-management ability of left-behind children.Schools and families should improve the effectiveness and timeliness of communication.On the side of left-behind children in rural elementary school,firstly,the awareness of self-management ability of left-behind children should be improved,and secondly,the left-behind children should be guided to master the methods of improving self-management ability.