The School Education Research Of The Rural"Left-behind Children"

Since the reform and open up of our country, both the industrialization and the city have a rapid development, besides, the rural labor transfer to the city ceaselessly. Because of the current "dual" social structure of our country, many rural migrant workers don’t have the ability to take the kids with themselves, instead choosing to let the children in the household, which produced the phenomenon of" rural left-behind children".Due to the lack of supervision and the weakening or losing of family education, there’re a series of problems which affect the individual development of these left-behind children. Therefore, the government、the experts and the scholars all focus on how to educate them and solve the problems in the left-behind children’s individual development process. In view of the reality that the left-behind children’s family education weakening, even missing, and social education has not really set up, so, only by giving full play to the education of school effect, can promote the healthy growth of the children left in rural areas.There’s an example of this study------Changle Middle School, which is the demonstration unit of left-behind children’s education. This study collected a large number of first-hand material by the method of questionnaire investigation, interview and observation, and through the qualitative and quantitative analysis method, we have arranged and analyzed the collection data. There are92questionnaires were sent out in this research activity, and87valid questionnaires were received. What’s more, some school leaders, teachers and some guardians or parents were chosen for case interviewsThe first chapter--introduction part mainly introduced the background, the significance, the thinking.the methods and the related theories of this research, and the domestic research about the issue.Based on the collation and analysis of the questionnaires, the interviews and the observations. The second chapter of the article gave a detailed description of the situation of go out parents, and the left-behind children’s daily life.learning, guardian style, interpersonal communication, and other basic situations. On the basis of the description, this part also analyzed the problems which the left-behind children may encounter in their individual growth process. such as the family structure isn’t complete, family education is losing. Their school performance is poor. the study interest isn’t strong, Interpersonal is not actively. The lack of guardian supervision, personal safety problems and so onThe third chapter mainly elaborated the function of the school education, and the rural schools issued for the "two-element" mission about the left-behind children’s education. As well, this part introduced some targeted, specific measures which taken by Changle Middle School and some difficulties in the education process of the rural left-behind children. for example the activity funds isn’t adequacy. Some activities are difficult to carried out. The family education and the school education is out of line, The adverse social influence is difficult to eliminate, the school can’t provide the left-behind children a "tracking" education.The forth chapter pointed out that due to the urbanization process forward and the rise of the private schools, the rural public schools are in the shortage of student source and waning situation. In order to optimize the teaching resources、improve the teaching quality and meet the countryside student especially left-behind children’ demand. The rural schools need to make adjustments. However, the integration of the rural school can’t be completed in a short period. Besides the number of the left-behind children groups continue to increase. So, before the adjustment completed, the rural school still need to play a positive role in the left-behind children’education, that is, in the transitional period, the country should still take on the current duties to give the1left-behind children a special education, on the one hand give the rural left-behind children special managements:establishing special management:perfect "left-behind children file" system, give a full play role of "the left-behind children’s home", and carry out the psychological consultation and counseling activities. On the other hand, implement a special form of education to the left-behind children in rural areas:establish a family--education cooperative system of the left-behind children in rural, which taking school as the center; execute the boarding education of the left-behind children, etc. In order to promote the healthy growth of rural left-behind children.Also should mobilize and integrate all social forces, give a full play to the government, the media, the enterprises and the college volunteers in the activities of the care of rural left-behind children, and form a social atmosphere and social force of the care for the rural left-behind children’s education.