A Comparative Research On Academic Differences Of Rural Left Behind Children And The Non-Left-Behind Children

With the accelerated pace of urbanization and the large-scale transfer of rural labor,a large number of children are left behind in China's rural area who were separated from their migrant parents for a long time.We call them left-behind children.left-behind children have many problems in their physical development,mental health,personal safety and other aspects,which receives much social concern.At the same time,the focus of today's compulsory education has shifted to improving the quality of education and pursuing educational equity.To improve the education of vulnerable groups will also become a necessary link to improve the education quality and promote more equitable education.Therefore,this study based on the judgment of academic differences between rural residents and non-left-behind children,find the reason for the way,aims to improve the academic status of left-behind children,to promote the fairness of children in disadvantaged groups.Based on the survey data,this paper makes a comprehensive comparative study on the academic achievement between two groups of left-behind children on unified standard and from different perspectives.The study found that there is significant difference between left-behind children and non-left-behind children's academic achievement.The degree of difference also varies between schools in different regions.Left-behind children score less than non-left-behind children in both county-level school and town-level school.In village-level schools,non-left-behind children score less than left-behind children.The issue of education fairness between the two groups in villages is worthy of attention;Compared with non-left-behind children,left-behind children have weaker family function,which has negative impact on their academic achievement.The absence of parents raises children's health hazards,resulting in poorer learning ability and worse family education atmosphere.These children don't have the positive anticipation and their family education quality is rather poor;Through the analysis of individual characteristics on the two groups of children,we found that there are no significant differences among them in terms of their learning motivation and learning habits.But in terms of learning interest,creating learning plans and the degree of persistence,left-behind children are weaker than non-left-behind children.Based on the analysis and comparison in the investigation,This study suggests that the academic achievement problem of left-behind children is caused by the combined effect of various factors.we conclude that,first,left-behind children are not “problem children”from the perspective of their study,and they should not be labeled “retarded students”.We need to actively cultivate their learning interest in their study process and provide some guidance.Second,the weak academic result among left-behind children firstly represents the problem in education development in rural areas featuring the hierarchy of resource distribution.We should firstly improve the teachers' quality in order to narrow the gap between regional education quality,and secondly pay special attention to the rural cultural reconstruction and the construction of education support system for left-behind children with the concerted efforts of both schools and communities.Third,the conditions of the mountain boarding system in the ethnic mountainous regions investigated are not perfect.The boarding system is not enough to complement the family function for left-behind children.We need to carry out appropriate cultural and entertainment activities,provide academic guidance and teach them moral principles while providing basic facilities for them.Fourth,the weakening of family function of left-behind children is manifold,The work of the left-behind children's help should be carried out from the optimization of family functions,pay attention to the relevance of the method.Fifth,educational compensation for left-behind children is a long-term and systematic work which requires that government,school and family should fulfill responsibilities and construct the systematic ecological environment for the academic improvement of left-behind children from the perspectives of law,system,resources and culture.