The Study Of Current Situation And Countermeasures Of Mathematical Achievements Of Left-behind Children In Rural Areas

With the progress of our society and the vigorous development of the economy,the number of migrant workers working in cities is increasing,which has injected new strength into the development of the city.These migrant workers go out to work,although they have improved the family's economic situation to a certain extent,but their children left home and have to entrust their elders to take care of them,thus forming a large group of rural left-behind children.Rural left-behind children are not optimistic because of the lack of parental companionship and supervision.Although the mathematics achievements of rural left-behind children have aroused widespread concern in the academic world,there are few detailed quantitative studies on them.It is rare to study the current situation of students' academic achievements.The academic achievements of the research here focus on the academic achievements of left-behind children.Based on this,the author combined with his own education and teaching experience,selected 516 rural children in Lishui County as the research object,and took the mathematics final exam score as the starting point to explore the current situation of mathematics achievements of rural left-behind children countermeasures.This paper starts with the following four dimensions through the student test questionnaire survey,results review and other methods to understand the current status of mathematics achievements of rural left-behind children:The first is to review previous studies on students' academic achievements,determine their own research directions,and define rural left-behind children and academic achievements;Second,according to the author's survey of three schools in Xishui County,through the statistical analysis of the mathematics scores of the third to sixth grade students,to explore the status of students' mathematics academic achievements;The third is to combine the education and teaching experience and the results of investigation and analysis,and use the relevant theories of education to analyze the mathematics achievements of Xishui County from three aspects: personal factors,family factors and school factors.Find the reasons for the mathematics achievements of rural left-behind children;Fourthly,on the basis of the previous analysis and research,the countermeasures and suggestions for effectively alleviating students' mathematics academic achievements are put forward for the reasons.This study draws the following conclusions: There is a large gap between the rural left-behind and non-left-behind children in mathematics academic averages,mainly due to factors such as individuals,families and schools.I will elaborate on the following three aspects:From a personal point of view,rural left-behind children with positive mathematics learning attitudes are likely to achieve better mathematics academic achievements;the stronger the mathematics learning motivation of rural left-behind children,the better their mathematics academic achievements;most rural left-behind children have more Strong learning beliefs,the stronger their learning beliefs,the higher the average of mathematics academic achievements.From the family perspective,the higher the economic level of the rural left-behind children's families,the highest average mathematics academic achievement;the lowest economic level of rural left-behind children's families,the lowest in mathematics academic performance;the rural economical level of left-behind children's families on their mathematics Academic performance has little effect;the higher the educational level of parents,the richer the knowledge reserve,and the better the average mathematics achievement of left-behind children.Parents often work side-by-side to complete homework assignments,and daily left-behind children who check their children's homework have higher average mathematics academic scores;parents often discuss the school's affairs with left-behind children,and there is no significant gap in their mathematics academic performance;From the school perspective,a good teacher-student relationship is conducive to the improvement of rural left-behind children's academic performance;the higher the teacher's expectation of left-behind children,the outstanding performance of his mathematics academic achievements;the better the campus atmosphere,the left-behind children in a pleasant atmosphere Learning,the higher the average score in mathematics.Therefore,based on the results of the above investigations and studies,the reasons for the differences in mathematics academic achievements of rural left-behind children are analyzed,and countermeasures and suggestions for improvement are proposed.