Research On The Problems And Countermeasures Of The Intergenerational Education Of Left-behind Children In Rural Primary Schools

Since the reform and opening up,a large number of rural laborers in China have been transferred to cities.Due to various reasons,most young migrant laborers can only leave their children in their hometowns and intergenerational care by their parents.According to statistics,Y county of Sichuan Province is a large labor export area,and the proportion of young migrant laborers is more than 40%.In this county,the total number of left-behind children in schools reached 33,653.However,the care of grandparents cannot completely replace the care of their own parents.Thus,there is some negative impact on the life of left-behind children such as life,learning,habits,because of their Parents’ long-term absence.Furthermore,this thesis did research about intergenerational education,which based on the actuality about the intergenerational education of left-behind children in rural primary schools in Y County.This thesis summarizes the status of the intergenerational education of left-behind children of rural primary schools in Y County by an interview the relevant governmental functional departments at the county level,rural primary school teachers,left-behind children,and non-left-behind children,and grandparents of left-behind children.The empirical findings exposed the problems from family,school,society,and government: the care and help the intergenerational education of left-behind children are not enough,lack of companionship;the degree of seriousness of study is poor,lack of supervision;parents go out to have a negative impact on left-behind children’s habits and psychology,lack of Guide;grandparent guardian education concepts and methods are backward,and only paying attention to “Cultivating” and ignoring “Teaching”.School statistics of left-behind children and their grandparent’s information is not accurate and comprehensive;some of the intergenerational education of left-behind children have poor support;the parents’ schools are not professional.The activities of social organizations lack continuity and precision;There is a stereotype about intergenerational education of left-behind children,which is they are “Problem Children”;Lack of traditional cultural environment in rural areas.The government does more checking than long-term prevention;more investigation and less resource integration.After the analysis,this thesis shows the families of left-behind children in rural primary schools in Y County do not bear the responsibility of good parenting.The school neglects the development of quality education,some teachers have a weak sense of responsibility,and the school resource integration ability is limited.The professional of social organizations and the sense of responsibility are not strong enough,the identification of the problems in the intergenerational education of left-behind children in rural primary schools is not accurate.The change of the traditional rural cultural environment,the socialization of the intergenerational education of left-behind children is not paid enough attention.The leading role of the government is not fully played,and the care service system for left-behind children in rural primary schools is not perfect.In the end,the author suggested that first parents should reduce the influence of going out and grandparents should take the responsibility of education actively.Second,the government should accelerate economic development,increase resource input,improve relevant systems,and innovate working mechanisms.Third Schools should strengthen the responsibility of parents,attach importance to quality education,and strengthen psychological education.Fourth the society should guide the public opinion scientifically,carry out the activity of precise support,also countermeasures,and Suggestions of social intergenerational education.