Research On The Current Situation And Influencing Factors Of Learning Ability Of Left-behind Children In Rural Area

With the continuous renewal and development of society,learning power has gradually become an important part of individual comprehensive ability.At present,the number of rural left behind children in China is large,and their learning power is not optimistic.The author studies the current situation of learning ability of rural left behind children,which can enrich the theoretical and practical research of learning power on the one hand,and put forward feasible suggestions for improving the learning power of left behind children on the other hand,so as to improve the learning power of left behind children.It is found that the learning power of left behind children in the sample is not optimistic.It should be pointed out that some left behind children have excellent academic performance and good behavior,and are the best in the class.They have strong learning motivation,outstanding learning power and good and stable learning habits.However,this is only a small number of left behind children,and most of them have more problems,as follows:(1)learning motivation is obviously insufficient.More left behind children lack motivation and interest in learning,and are prone to negative and slack emotions and less positive emotional experience in the process of learning;(2)Learning power needs to be improved.Left behind children have no habit of setting learning goals.For them,learning goals are like castles in the air;The mastery of learning methods is limited,and the ability to flexibly use learning methods for different learning tasks needs to be cultivated;Poor persistence and anti-interference ability in learning,easy to give up in case of difficulties and easy to be distracted in case of interference;(3)Learning habits need to be improved.Most left behind children do not develop good learning habits,and their learning state is loose and casual.Through investigation and analysis,this study believes that the main factors affecting the learning power level of left behind children are as follows:(1)family psychological environment,family supervision and the time and ability of guardians.The long-term separation of parents and children leads to the lack of family psychological environment of left behind children;Some guardians are busy with work and family,some are older,have limited time and energy,coupled with their low educational level and neglect the supervision and guidance of left behind children’s learning,which makes it difficult for left behind children to form good learning habits and master scientific learning methods;(2)School material security,teaching resources and the care given by teachers.The special family background,growth experience and psychological state of left behind children are often ignored,so the material guarantee and teaching resources of the school are lack of pertinence;The school did not clearly put forward the specific requirements for teachers to help left behind children.In addition,the number of rural teachers themselves was small and their work was numerous,so they neglected to pay attention to left behind children;(3)Relevant policies and measures of the government.The local government’s material subsidies and care activities are not targeted at left behind children alone.In addition,the division of labor in the work is not clear and the cooperation is not coordinated.Many measures have not been implemented,and the rights and interests of left behind children have not been effectively guaranteed.In view of the above investigation and analysis of the current situation and influencing factors of left behind children’s learning power,this study puts forward the following suggestions to improve the learning power of left behind children:(1)the government strengthens the guiding role of public opinion to provide institutional guarantee for improving the learning power of left behind children;(2)Schools need to pay attention to and respect the particularity of left behind children and create a caring and understanding school support environment;(3)Families need to pay more attention to the behavior and relationship guidance of family members,and create a probation tutoring environment.