Research Of The Biological Teachers’ Training From The Prospective Of The Left-behind Children

The left-behind children problem has been put forward for many years,and the Party Central Committee and the local government have taken a series ofcorresponding measures. A large number of scholars and experts have expounded andanalyzed comprehensively and meticulously about the rooted causes of its formation, theimportance of solving the problems and the strategies of caring for the children. Whilethe left-behind children problem still exists, and even intensified. It is that the study stillstaying only on the stage of cause analysis, countermeasures seeking andquestionnaire survey that the left behind children’s problem still exists, especially thecore and crux that is teachers, the biological teachers in particular are not deeperresearched and valued. There is no guidance for the skills or knowledge the biologicalteachers should have, and no research on the teachers’ features in the left-behind childrengathering area, and no studies how to help the teachers truly care for the left-behindchildren to avoid love for the left-behind children staying in form or shouting sloganslevel. Only loving the left-behind children grow root in campus can the problem besolved thoroughly. This article takes Q rural primary and secondary school teachers asthe research targets and puts forward the following strategies: transform the teachers’concepts and improve their opinions and ways to caring for the children, train them toestablish the joint monitor system between teachers and parents, and make school-basedteacher training routine to found long-term inspiring measures in order to provide betteradvice for teachers’ training in the future. All the opinion is based on the followingactivities: referring to a great many of references and teachers’ training documents on theleft-behind children problem, visiting rural primary schools in Q seven counties, makingin-depth conversations with the first-class teachers, editing and handing out three kindsof questionnaires on the teacher of the left-behind children, their parents and them,collecting a great number of materials about “the present situation”,“family education and current economic status of the children” and“the situation of their teachers”,focusing on the problem that the teachers should possess what knowledge and skills tosolve the left–behind children problem and the improved measures of training contents,organization forms and safeguard measures within the teachers’ training, and so on.