The Study On The School Education Problem Of The Rural Left-behind Children:Take Pingyang County,Wenzhou City As Example

The children left at home in rural areas are a special minor group that appeared in the economic transitional era in China, and the core issue with this group is their education.The education issue of the Left-behind children is a hypernim concept, which covers more than education itself. It is an objective reflection of multiple conflicts and contradictions,which deals with a series of social maladjustment, such as the social system, economic development, family structure. Therefore, it is a comprehensive social issue. proper solution of this problem is actully fairness and civil quality in China.Based on the above background, following the logic order of “problem rasing,revealing, affirming, solving”, this study, borrowing theories from the education policy,systematic management, marginalization theory, public products theory and economics etc.,began with the real education situation of the children left at home is Pingyang, trying to develop an overall picture of the living status of the left-behind children, with a combination of both qualitative and quantitative methods, such as observation, survey and field investigation etc. the main factors that affect the education of left-behind children were further studied. Finally the suggestions were given on policies, coordination systems and countermeasures to solve the educational problem of the left-behind children in the rural areas.A profound study is conducted on the 4 major factors of family, school, society and children themselves, simply to find the breakthrough point to improve the left-behind children’s educational situation. The main educational problem with the left-behind children was their discriminated and summarized in light of development. Analysis was also made on the characteristics of the educational problem. We belive that,as a proportion of the children in rural areas, the left-behind children are impossibly separated from other children. They face common problem. As a part of the rural education, there are of course simplarities between the left-behind children’s education and the rural education. There are mainly two similarities. The first comes with the compulsory educational imbalance between the urban areas and the rural areas. The second is that the rural educational system needs to be rationaliarity of the left-behind children’s education, which is reflected in two aspects: one is that education is not well linked between family, school and the society. The other is the related problem with the left-behindness. Therefore, the educational issue of the left-behind children is actually complicated, Imbalanced and discriminated.In this paper, through a questionnaire survey of Pingyang County, Wenzhou City, five schools 450 students to investigate, analyze rural children left-behind academic performance, motivation, attitude and school expectations and extract the plight of rural children left-behind in Pingyang school education exists; combining theory from family,school, social and other aspects of rural children left-behind their own analysis of its causes; on this basis proposes to strengthen family education responsibilities, to create a harmonious campus atmosphere and improve the quality of teaching, the government has increased support for rural children left-behind in educational work, strengthen rural left-behind children self-education and other measures to schooling for left-behind children to help solve the problem.