Investigation And Research On The Family Education Status Of Left-behind Children In Rural Lhas

Left-behind children,as a special group of children,whose parents go out to work and do business,leaving them behind in their original place of residence to attend school and receive education,are left without face-to-face education and care from their parents for a long time,resulting in a serious lack of family education for left-behind children.With the basic lack of family education,rural left-behind children.The adverse effects presented are manifested in terms of academic performance,psychological quality,moral quality and so on.This paper takes 301 left-behind children,294 guardians of left-behind children and74 rural teachers in Dulong Deqing District,Lhasa as the research objects,analyses the causes from four aspects: family,school,society and the children themselves,and puts forward corresponding countermeasures and suggestions in conjunction with the actual situation,in order to contribute to the healthy development of rural left-behind children in a small way.This study investigates the current situation of family education for left-behind children in rural areas,the problems that exist and the causes of the problems.The results of the study show that the causes of the current problems of family education for left-behind children are: firstly,insufficient awareness of family education among guardians;inappropriate choice of temporary guardians;and lack of sufficient communication between families and schools.Secondly,schools do not pay enough attention to the "left-behind children",the corresponding system is not perfect,the home and school contact is not close;the concept of teaching to the test is deep-rooted;the mental health consultation room is virtually non-existent,the curriculum and activities are single;the language barrier between Han Chinese teachers and parents is poor,and communication is not good.The government does not pay enough attention to the problem of "left-behind children" and lacks corresponding measures.Fourthly,the children themselves have their own reasons.In view of the reasons for the above problems,the author proposes the following countermeasures in the light of the actual situation.I.Family.The guardians of left-behind children should strengthen their understanding of family education and change their way of thinking about education;focus on the choice of guardians;parents of left-behind children should strengthen active communication with teachers.Second,the school side.Improve the system for left-behind children and strengthen home-school contact;set up a professional psychological counselling room and offer a variety of courses and activities;Tibetan and Chinese teachers helping each other to overcome communication problems;make full use of parents’ meetings or online platforms to popularise family education among guardians.Thirdly,on the part of the government.Establish a training centre for surrogate guardians to provide special education and training for them;organise resources that can provide institutional safeguards for family education services for children left behind in rural areas;gather young people of interest and set up volunteer teams.IV.On the part of the children themselves.Overcome psychological barriers and be willing to share their inner world;learn basic life skills and develop good study and hygiene habits;look for role models and make continuous progress.