Study On The Self-education Of Left-behind Children Of The Given Junior High School In Shizhu Country

The left-behind children refers to behind18years old students in junior high school stage of compulsory education who stay behind in home, can not live together with both parents and are taken care of by guardians because of their one or both parents working outside, with staying time not less than six months. Currently, the total number of children left behind in China has more than58million. This large grope is a special product in the process of modernization, and the education of them can not be ignored. Compared to non-left-behind children, left-behind children have more solitude and self-management time due to the lack even missing of family education. Therefore, it is especially important to develop left-behind children’s self-education ability. However, in the given junior high school in Chongqing Shizhu Country, through one semester to support education and study, the author found that the school did not attach importance to develop the self-education of the children left behind and even lacked of culture awareness, and foster measures were inappropriate, resulting in the self-education of left-behind children in this school to be in poor condition. Through deep thinking and flipping through a literature for this situation, the author found that it was of great significance to nurture self-education ability of the left-behind children. From the current situation of education, cultivating the self-education ability of the children left behind (even emergency training measures), can make up for the lack of family education of the children left behind, can reduce or even avoid the various problems that may arise in the process of their growing up and can ease the pressure on school, family and social. In the long run, developing the self-education ability of the left-behind children, is conducive to the lifelong development of left-behind children, is in line with the education purpose that fosters the harmonious development and full freedom socialist citizens, and is in favor of the promotion of quality-oriented education and the implementation effectively of the curriculum reform. Based on this, the author selected the issue that the self-education cultivation of left-behind children in the given junior high school in Shizhu Country to study.In this paper, through looking up the literature, the author combing the concepts and relationships of left-behind children, self-education and subjectivity. And pointed out that self-education is an urgent need to alleviate the problem of children left behind and the development of subjectivity is the key to develop self-education for the left-behind children. In the second chapter, the author chose the given junior high school in Shizhu as a case, based on my own support education experience and collected observations and interviews, a description and analysis of self-education current situation of left-behind children in this school have been achieved. Among them, the self-education status quo measurement indicator system of children left behind in this school were self-understanding, self-requirements, self-regulation and self-evaluation. Overall, the whole situation of left-behind children’s self-education in this school is poor. The main reasons are the lack even missing of left-behind children’s family education which makes self-education lost its innate soil, the lack of guiding which the day-to-day school education puts in the self-education of the children left behind as well as the impact of adverse factors of school surroundings and campus environment. The third chapter was on the basis of examining the current situation of self-education of left-behind children in this school, the author explored and analyzed the ways of self-education cultivation of the children left behind combining with the theory of Suhomlinski’s self-education in the sight of subjectivity education. Subjectivity is a functional characteristic that people perform and develop in the interaction of all activities and objects. The Subjectivity have three basic characteristics:autonomy, initiative and creativity. Only when left-behind children educate themselves autonomously, spontaneously and creatively based on their knowledge, can the genuine self-education take shape. In turn, when left-behind children educate themselves, their autonomy, initiative and creativity have been further developed. That is, their subjectivity improves. Therefore, giving play to subjectivity is the key to develop the self-education of the children left behind. Specifically, developing self-education of the children left behind needs the concerted efforts of the school and the outside world. The school strategies includes:Schools should create favorable material and spiritual environment, cultivating the soil of self-education of the children left behind; Teachers should concern, inspire and guide the cultivation of left-behind children’s self-education in the daily teaching activities; Schools should bring left-behind children’s subjectivity into play and carry out a variety of activities to promote the development of self-education of the children left behind. The coordination of outside world includes: Establish media propaganda channel to promote the awareness of self-education of the children left behind; Strengthen community supervision to enhance the self-education ability of left-behind children; Restore and improve the function of family education to supervision the formation of self-education quality of the children left behind.This research is a case study and intend to seek ways and means of operational self-education training for left-behind children in this school, to cause insight on such issues and to provide a reference for other parts of the junior high school left-behind children to develop self-education through researching the self-education cultivation of left-behind children of the given junior high school in Shizhu Country. However, since the author’s limited research level and capacity, plus the support education time is not long enough and the field trips are not deep enough, the examination on self-education situation of the children left behind in this article may be biased and pursuant to which the conclusions and the proposed initiatives may not be operable.