Keywords: left-behind children; Rural areas; Life; Education; intelligence
1. Definition of left-behind children
The so-called "left-behind children" refers to children whose parents or one of them moved to other areas, and whose children stayed at their domicile, so they could not live with their parents. The definition of children's age is1under 8 years old according to the international unified standard. According to the specific situation of our country, for the need of research, Chinese scholars often adopt the standard of 14 years old and below. [1] This paper adopts the domestic definition standard, but due to the questionnaire survey and considering the education level of children, we decided to take the school-age rural left-behind children aged 6- 14 (including 6 and 14) as the research object. ?
2. The basic situation and analysis of left-behind children in rural areas of Henan at this stage.
With the reform of the planned economy system and the loosening of the traditional household registration management system, the rural surplus labor force fixed on the land for a long time began to flow to cities at an unprecedented scale and speed. Left-behind children are derivatives of the transfer of a large number of surplus labor to cities. Driven by the strategy of the rise of the Central Plains, Henan Province, as a major labor exporting province, has about 4 million farmers going out to work every year, and the problem of left-behind children is more prominent. According to the sampling data of the fifth national census, left-behind children in our province account for 4.24% of the total number of children in the province and 4.46% of the total number of left-behind children in the country. Such a large group of left-behind children should be our focus. [2] Accordingly, the author conducted a field survey in Xinxiang, Shangqiu, Xinyang, Jiaozuo, Zhengzhou and Pingdingshan in Henan Province, and distributed questionnaires 150 (734 valid questionnaires). The survey results show that the left-behind children in rural areas of Henan Province have different degrees of problems in life care, education and psychology, especially in education. The specific analysis is as follows:
2. 1 Analysis of the living conditions and problems of left-behind children in rural areas of Henan Province?
According to a survey of 734 left-behind children in rural areas in six regions of Henan Province, 54.77% of them went out by their fathers, 0.35% by their mothers and 34.88% by their parents. This shows that the group of left-behind children is relatively large. ?
The survey results of "Who to live with" show that 4 1.0 1% of the left-behind children live with their mothers, 12.26% with their fathers, 12.67% with their grandparents and 3 1.34. The total number of "single-parent families" in life is 53.27%, and the intergenerational support is 44.0 1%, so the lack of families is more serious. ?
Judging from the frequency of parents and left-behind children going home, left-behind children in Henan Province 14.7 1% only come back once a year, 33. 1 1% once a year, 16.62% once every six months and 23.6% once a quarter. Judging from the frequency of parents' contact with their children, 26.43% parents of floating population contact their children once a week, 28.07% once every two weeks, 37.60% once a month, 6. 13% once every six months, and 1.77% once every six months. According to the data, the parent-child relationship between parents and children of floating population is loosely maintained. ?
2.2 What are the educational status and problems of left-behind children?
2.2. 1 family education?
Family is the cell of society and the starting point of individual socialization. The function of family is not only to have children, but also the cradle of life. Parents' main responsibility for their children is not to raise them, but to educate them, especially children aged 6- 14, and they need parents' care, guidance and support from early family education. Although most migrant workers go to cities to work in order to make their children live a more comfortable life, they are away for a long time and have little contact with their children at ordinary times, which easily hinders effective communication between parents and children. The fact that children are far away from their parents means that parents have completely failed to fulfill their obligations or responsibilities to educate their children. Most of the problems of left-behind children stem from this. ?
As one or both parents go out, the left-behind children can only live with other temporary guardians, such as father or mother, grandparents, etc., which has a great influence on their family education. In the investigation of children's homework, it is found that 48.64% left-behind children have no homework guidance after school; Only 14.7 1% was tutored by father, 22.62% by mother and 7.36% by grandparents. The data shows that the guardians of left-behind children pay less attention to their learning problems. Most left-behind children live with their parents or grandparents, but they play little role in helping them finish their homework. On the one hand, due to the relatively low educational level of father or mother or grandparents, it is impossible to give effective help to children's learning problems. Although some guardians can provide some help, on the one hand, they have to take care of the daily life of left-behind children, on the other hand, they have to do housework and field work, and they have no extra time and energy to pay attention to their studies; Moreover, grandparents generally have a love mentality for grandchildren. They usually think that as long as they take care of their children's daily lives, they don't have high requirements for their studies. Other relatives or neighbors who are temporary guardians of left-behind children also have their own children and housework, and have no extra time and energy to pay attention to the study of left-behind children. At the same time, because of their scruples, they dare not be too strict with them, so they often neglect to discipline these left-behind children, which leads to the lack of effective supervision of these children by their families. ?
2.2.2 School education?
Through interviews with relevant personnel (teachers, administrators, etc.). At school, we know that left-behind children are the biggest headache for teachers, especially administrators. Teachers' reaction to left-behind children's learning enthusiasm, initiative and homework completion is quite different from that of non-left-behind children. Managers say they have a headache in managing these children. They expressed their understanding of the situation of left-behind children, but their actions often put them in a dilemma. Considering the particularity of left-behind children, many managers think that they should not be given excessive punishment to avoid making them feel inferior, rebellious and self-destructive, but they should not be indulged. After investigating the academic performance of left-behind children, the results show that 8.58% of left-behind children think that their academic performance is greatly affected, while 46.59% think that their academic performance is slightly affected. ?
2.3 psychological status and problems of left-behind children?
Maslow, an American humanistic psychologist, believes that people have five basic needs, namely, physiological needs, security needs, belonging and love needs, respect needs and self-realization needs. [3] As far as the living conditions of left-behind children are concerned, the basic needs of some left-behind children cannot be met. If some left-behind children are fostered in other people's homes or live alone, it is difficult to ensure the minimum physiological needs; Some left-behind children can't meet their safety needs because of intergenerational education and others' custody. ?
From the relationship between left-behind children and guardians, 9.26% people think that the relationship with guardians is poor, 28.34% people think that the relationship is poor, and 34.33% people think that the relationship is average. The data shows that the relationship between left-behind children and guardians is not good, which has a great influence on children's socialization and personality development. Children are forced to live with their guardians because their parents go out, which makes their lives different. In addition, their relationship with temporary guardians is not harmonious, and some needs in life cannot be met, let alone psychological satisfaction. This will not only affect their normal life, but also affect their study and psychological development. In addition, some temporary guardians are irresponsible, reprimanding these left-behind children or neglecting discipline, and some reasons will make children rebellious. Some children get mixed up with some unhealthy young people and have behavioral deviations. ?
The analysis of the life help-seeking objects of rural left-behind children shows that when they are in trouble in life, the first object left-behind children choose to talk to is their peers, accounting for 38.56%; The second is family, accounting for 36.78%, and the proportion of choosing teachers is 18.438+02%. The data shows that the guardians of left-behind children pay less attention to their life problems. ?
3. Suggestions to solve the problem of left-behind children in rural areas?
At present, with the globalization and modernization of our country, the traditional family model in rural areas is gradually changing due to the attraction of cities. The new family structure is being rebuilt, and the pain of family changes caused by estrangement of family ties and conflict of ideas will not disappear immediately. The problem of left-behind children, which is closely related to migrant workers entering cities, is not a one-off event. It is a long and complicated process, which needs the attention of the whole society, not just the problems of migrant workers themselves or rural areas. Left-behind children enjoy the right to education, healthy development, protection and participation like other children, and their healthy growth is of great significance to social development. In view of the current situation, it must be admitted that the problem of left-behind children has risen to an urgent social problem. How to solve the problem of left-behind children in rural areas? How to alleviate or eliminate the worries of migrant workers? The solution of this social problem requires the participation of schools, families and the whole society. [4] Combined with the actual situation in Henan Province, the author believes that efforts can be made in the following aspects. ?
3. 1 Should the school education management mechanism be further strengthened?
Under the condition of imperfect family functions, schools have become an extremely important place for left-behind children in the process of socialization. If the school can give more care and help to the left-behind children, it will make up for their lack of family education to a great extent. Therefore, we should pay full attention to and give full play to the role and advantages of school education, formulate educational plans specifically for left-behind children, and implement corresponding solutions. Primary and secondary schools are entities that directly educate and manage left-behind children. The formulation of educational measures should include more care and help for left-behind children, and more care and care in study and life. [5] ?
First, add psychology courses to rural school education. While providing good knowledge education for all children, we should also pay attention to their mental health development, especially the left-behind children in rural areas. Schools should offer psychology courses to guide children through the critical period of life development; Equipped with psychological education teachers, so that children can develop psychologically healthily. ?
Second, establish and improve the files of left-behind children, and enhance teachers' care for left-behind children. The head teacher should do a good job of finding out the left-behind children, record all aspects of their performance in school in the archives, and inform their guardians and floating parents of their growth in time, thus forming a situation of * * * joint education between schools and families. Teachers should assume part of the responsibilities of parents or guardians, communicate with left-behind children, and give more care and positive guidance. ?
Third, it is convenient to communicate with left-behind children. The establishment of a family hotline in schools provides convenience for parents of floating population to communicate with their children, so that parents of floating population can get in touch with the class teacher at any time to understand their children's learning situation; Set up a mental health consultation room, arrange experienced teachers as psychologists, and help "left-behind children" solve their psychological confusion in time. ?
Fourth, the implementation of boarding management. For some left-behind children who cannot be effectively supervised, parents can be mobilized to transfer to boarding schools, and special teachers are responsible for their diet and daily life. Let left-behind children grow up among teachers and classmates, which can make up for the lack of family education. ?
3.2 Give full play to the educational guiding role of parents?
As the first teacher of children's socialization, parents' words and deeds are often the objects that children learn to imitate, which plays an irreplaceable role in their healthy growth. ?
3.2. 1 Parents must change the concept of educating people?
Many farmers have low expectations of their children, are not very concerned about their studies, and have the idea of "going out to work when their children are older". Some parents do not give enough positive guidance to their children's morality and behavior habits. They showed their experiences of suffering and discrimination when working outside the home, and asked their children to adapt to social secularism. These wrong educational concepts have a great influence on children's healthy growth and must be effectively changed. ?
3.2.2 Parents should strengthen communication with their children?
In real life, quite a few parents know little about their children. Parents should make full use of opportunities such as peak season and returning home during the Spring Festival to communicate with their children by telephone and letter. Parents can also appropriately change the way they go out to work. Both husband and wife should try not to go out to work at the same time, and one can choose to work nearby. It's best to go home once in a while to improve family communication with children and care about their growth. ?
3.3 Increase the support of the government and all sectors of society.
3.3. 1 Should the education system and household registration system be further reformed and improved?
Compulsory education should be gradually free, migrant workers should be allowed to run schools for their children, and the threshold for migrant children to study in cities should be lowered. Reform the household registration system, allow the free flow of labor force, break down policy barriers, realize the coordinated development of urban and rural areas, and promote the solution of the problem of left-behind children from the system. ?
3.3.2 Strengthen social care?
Give full play to the role of various departments and units, organize social enthusiasts to pair up with left-behind children, let caring and responsible adults play the role of parents to a certain extent, and guide the healthy growth of left-behind children. At the same time, establish a community assistance center to centrally manage the extracurricular education of willow children. ?
3.3.3 Vigorously develop the county economy?
Governments at all levels should speed up the improvement of rural infrastructure construction, improve the investment environment of small towns, vigorously develop labor-intensive enterprises, do everything possible to increase jobs, and broaden the channels for rural surplus labor to earn money so that they can work in villages or counties, thus shortening the cycle of migrant workers returning home and increasing the opportunities to meet left-behind children. ?
3.3.4 Strengthen publicity?
In view of the lack of attention from all walks of life to the problem of left-behind children, we should further increase the attention from all walks of life through various activities. We can carry out more extensive and in-depth research, organize various meetings and discussions, carry out more extensive publicity in the media, and publish and print more research monographs, popular books and concise publicity materials. , so as to increase the awareness and understanding of left-behind children from all walks of life, and strive to gain the concern and support from all walks of life.
[References]?
[1] paragraph,. Study on the situation of left-behind children in China [J]. Population Research, 2005,01.
[2] Henan City Dispatching Team. The number of "left-behind children" in rural areas of Henan is increasing year by year [J]. China Information News, February 2005.
[3] Huang Xiting, Introduction to Psychology [M], People's Education Press, 2004, 188- 189.
[4] Ye,, Wang, etc. A Summary of Research on Left-behind Children [J]. Agricultural Economic Issues, 2005, 10.
[5] Zhang Chunling. School care for left-behind children in rural areas [J]. Education Review, February 2005.