Study On Education Problems And Countermeasures Of Left-behind Children In Contiguous Destitute Minority Areas ——Based On The Investigation Of Central Primary School In W Town,Donglan County,Guangxi

Taking the Central Primary School of W Town,Donglan County,Guangxi as the research object,this paper studies the education problems and countermeasures of left-behind children in contiguous poverty-stricken ethnic minority areas,and explores how to solve the education problems of left-behind children in difficult and remote areas by taking advantage of the national policy of rural revitalization,so as to achieve the purpose of prospering rural education and blocking the intergenerational transmission of poverty.With the combination of field research and theoretical analysis,this paper focuses on the theories of educational equity,caring education and Maslow’s hierarchy of needs,using research methods such as literature research,questionnaire survey,interview and observation to investigate the educational problems faced by left-behind children in contigous poverty-stricken minority areas.Through the analysis and summary of the research materials,it is found that people’s awareness about the education of left-behind children has been enhanced,the growth environment of local left-behind children has been improved,and the social support for left-behind children has been strengthened.However,there is inadequacy,such as the negative mentality of left-behind children,the weakened awareness of family education for guardians,the need to improve the atmosphere in rural areas,and the urgency to strengthen ethnic education.The main reasons for the problems are the local behindhand living environment,lagging economic development,incomplete family structure to left-behind children,unstable teachers and people’s neglect of ethnic culture.On this basis,combined with the local reality,the study is conducted to encourage left-behind children to gain self-reliance and self-improvement,proactively explore and inherit excellent traditional culture of the nation,enhance the ethnic pride of students,cultivate students’ patriotic feelings and so on.It is suggested that the local government should seize the opportunity of rural revitalization,promote farmers to return to their hometown for employment and entrepreneurship,actively implement policies on the treatment of teachers,strengthen the construction of teacher community,and comprehensively improve the education quality of left-behind children in contigous poverty-stricken ethnic minority areas.