A Study On The Education Of Left-Behind Children In Rural Areas Of Qingzhou City

Since China's reform and opening up,with the rapid development of economy,a large number of Labour from the countryside to cities in our country,the rural areas,the number of young and middle-aged people left-behind children growing number and evolved into a social phenomenon,this kind of social phenomenon covers about education,psychological,social,legal,and other more child problem,education problem is one of the most important,is bound to speed up the pace to solve the problem,let the children healthy growth,let parents focus on their work,in order to improve the social stability.Left-behind children refer to minors whose parents have been migrating from rural areas to cities or other towns for six months and whose children are still living in their domiciles.Most left-behind children show the characteristics of lacking self-confidence,introversion and expression ability.Its education has problems such as weak family education,insufficient attention from the state and society.Through 447 questionnaires in qingzhou and in-depth interviews with 30 relevant personnel(left-behind children and their guardians,un-left-behind children and their guardians,teachers and rural community leaders),the education status,family life,mental health and emotions of left-behind children in rural areas in qingzhou were analyzed from the perspective of school learning.The results showed that most of the left-behind children in qingzhou were taken care of by their mothers,followed by four elderly people.Most of them are between 0 and 13 years old.Parents go out to work,after more than every generation of left-behind children and relatives living together,in the life of emotional communication between them is less,and most of the education,there are many unsatisfactory place,this makes the left-behind children's inner personality may be psychological defects,personality deviation,etc.,affect their learning.In this paper,according to the theory of marginal theory,system management and education equity theory as the foundation,the integrated use of literature research,questionnaire investigation,interview,observation and relevant methods,on the basis of literature review and evaluation,according to the research plan of "question",in accordance with the "reveals problems-confirmation-problem solving" in-depth study status of rural left-behind children,mental health,interpersonal communication and moral aspects analyzes the problems existing in the qingzhou left-behind children education,and from family,school,government,rural and themselves and so on to analyze the causes of the problem.The conclusion shows that most of the farmers are not well educated and the sense of parental responsibility of left-behind children is not strong.It is generally accepted thatchildren's academic performance depends on their personal qualities.Surveys and interviews show that most left-behind children are not supervised in their studies,which reflects the lack of supervision in schools and the lack of home-school cooperation,affecting children's performance and the formation of self-control.In the social aspect,especially the surrounding environment of the school,the supervision is not enough,especially the Internet bar,game hall,video hall,etc.,these unhealthy social environment have great attraction for the children with poor self-control ability,which is easy to lead them astray.Left-behind children not only have problems in education,but also become a negative social phenomenon.Dealing with this problem requires the joint efforts,coordination and cooperation of families,schools,society and governments.In order to improve the qingzhou left-behind children education problem,the author from family,school,society and the countermeasures to left-behind children,specific view includes the following several aspects: family in need of left-behind children parents through actively concerned about their children make up for the lack of affection,encourage and support the child management and take an active part in class activities,cultivate their correct values,such as is necessary for both parents to go out,should be comprehensive factors,reasonable selected guardian;Schools should improve the conditions for running schools,strive to create a good campus environment for left-behind children,and strengthen cultural quality education for left-behind children through home-school cooperation.The society should create good social conditions for left-behind children,create a social environment that cares about left-behind children,improve their interest in social integration,and provide policy guarantee for educational resources.The left-behind children themselves also need to improve their self-management awareness and cultivate good emotional control ability.In a word,we should make joint efforts to promote the healthy development of left-behind children in rural areas through the four aspects of family,school,society and left-behind children themselves.