On Teaching Strategies On The Effective Learning Of Rural Left-behind Children

Rural left-behind children exist in rural China in recent years as a special group.With the increase number of migrant workers, groups of children left in rural areas is also growing. At present.The effect of rural left-behind children’s learning is quite common low or even negative, which is worth to be worried. This article is based on the research of left-behind students’ learning status, with through analyzing the reason that caused inefficient or even sometime negative,and then promoting rural left-behind children’s effective learning strategies from the angle of teaching.This paper is divided into five parts(including the introduction and the main part):The introduction mainly includes the research origin, literature review, research purpose and significance, research ideas and methods, research emphases and difficulties.The first chapter is the concept definition of "left behind children in rural areas", "effective learning" and "teaching strategy", including the characteristics of rural left-behind children in learning and life, standard and characteristics of effective learning and effective learning conditions for the occurrence of combing.In this paper the definition of left-behind children in rural areas refers to parents one or both of the detained migrant workers, compulsory education stage 6 to 16 years old school children in rural home. Effective learning is the students under the guidance of teachers, actively using the correct methods of learning, to complete the task of learning and success experience, realize the intellectual and emotional unified teaching strategy is for process.To achieve the teaching goal and adapt to the needs of the students, which, taken to maintain teaching behavior, guiding students in their learning or teaching activities. The rural left-behind children in the study of the characteristics of the main Prepare and play bad hungry live not in place of the lack of functions of education and to have a family and school education and self education ability is deficient, the main features for the family and social environment. Effective learning criteria include explicit learning task,the students, will learn, is to master the science of learning method to obtain successfulexperience and establish self-confidence and self-esteem to meet the emotional needs,develop good affective quality five aspects. Effective learning is characterized in that:independent, constructive goal. Effective learning conditions with internal and external and internal condition is the student learning and active cognitive processing activities.Learning of the external conditions, including school, family, social and other factors.The second chapter is the survey of learning situation of rural left-behind children.The questionnaire survey is conducted with five aspects : the learning achievement,learning motivation, learning attitude(cognitive), learning management and learning support. Summary and analysis are both according to the survey results. According to the specific learning problem survey results summary of the rural left behind children are: most of the rural left behind the children average rural left-behind children; learning motivation; learning attitude of rural left-behind children severely left-behind children in rural areas; learning habits; rural left-behind children learning the lack of support of rural left-behind children; knowledge values deviate. The causes of the problems are:lack of interactive communication between children and parents; the guardian the lack of supervision); lack of family affection, emotional hunger and lack of self-confidence;learning; parents model power weakened; improper school education mode Outlook on life; deviation.The third chapter is the analysis of the factors that influence the effective learning of rural left behind children.Combined the questionnaire survey with some teachers’ attitudes and perceptions of rural left-behind children, focusing on the explanation in three aspects: the learner’s own factors, teachers and the relationship between teachers and students. Learning of their own factors include the attitude factors and dynamic factors, emotional factors, method and strategy factors and management factors, teacher factors including value guidance, instruction, normal learning, teaching and learning feedback. The relationship between teachers and students are by the teachers and students to develop good relationship to build a harmonious, democracy, equality of the modern relationship between teachers and students.The fourth chapter is about the teaching strategies for rural left-behind children to promote effective learning. In order to help students improve their learning in rural areas effectively, aiming at the existing problems in learning, discusses the specific teaching strategies of rural teachers at six aspects, including teaching goal refinement setting strategy, structured organization strategies for teaching content, teaching methods of differentiation strategies are selected, personalized teaching in the form of arrangement strategy and humanization of management teaching intervention strategy and the teaching evaluation of the development of feedback strategies.