Study On Left-behind Children’s Education In Rural Areas With Social Change Theory

This paper takes Qingshan Miao Township in Guizhou Province as a case,and from the perspective of social change theory,talks about the evolution of the education situation of left-behind children in rural areas since the reform and opening up.Changing trends and new issues,revealing the baton role played by social policies in the process of social change and education of rural left-behind children,trying to draw on planned changes strategies and combining social work expertise to propose effective ways to promote the development of rural left-behind children’s education.After presenting the evolution of left-behind children’s education in Qingshan Miao Township since the reform and opening up,this paper separately describes the changes of left-behind children’s families,schools,and rural communities in the past30 years,and the impact of these changes on the left-behind children’s education.Because of social changes and the social policy factors and policy implementation of the left-behind children’s education,left-behind children’s education are analyzed.Regarding the different education problems that rural left-behind children need to face at different stages,and based on the impact of social policy implementation in different periods on rural communities and left-behind children’s education,the evolution of rural left-behind children’s education issues is summarized and summarized.Regarding the reasons of the changes of education problems of left-behind children in rural areas,we found that national development through the development of the normalization of rural residents’ work,family education is reduced,school education is increased,and rural communities are no vitality.Analysis of the concept and policy orientation.Under the guidance of a unified social policy,the subjective and objective conditions of social action are different,"urbanization" brought the "urban dissatisfaction" to remote mountainous and rural left-behind children.New educational problems faced in the process of change,drawing on planned social change strategies and combining social work professional knowledge,put forward the policy recommendations of “taking human well-being as the ultimate goal” and integrating social forces to jointly face this social problem.This paper believes that we has made great achievements in economic development these years,but rural residents ’identification and over-yearning for urban lifestyles,the generation and growth of left-behind children in rural areas,the rise of rural school education,and the development of rural community communities.The underlying causes of problems such as rapid decline are related to changes in social structure and resource allocation caused by the country’s "urban-oriented" development policies.To reduce the growth risks of left-behind children in rural areas,strengthen their the education and protection,and cultivate healthy and comprehensive development for the harmonious development,we need policy intervention and resource coordination,and more importantly,families,schools,and community tripartite actors and social forces Work together.