我國(guó)農(nóng)村留守兒童教育問(wèn)題研究-wenkub
2023-04-10 00:14:27 本頁(yè)面
【正文】 derestimated, especially the three rural issues is being the first to bear the brunt. Indeed, the peasant problem is the essence and core of three rural issues, and migrant workers as an important content of farmer problem has bee the key to solve the three rural problems. Undeniably, the education of children of migrant workers as the peasant problem acpanying problems in solving three agriculture problem plays an important role, this article is based on this is discussed, in order to benefit the theoretical research and practical application. With the advance and development of city construction, a large number of farmers into the city to bee migrant workers. Notice, migrant workers have made great efforts to the development and construction of the city, also made a great contribution. Contribution. For the children of migrant workers or leftbehind children, while parents work outside the home, limited but parents are economic conditions, system reform and the household registration system and other problems will bee children in rural leftbehind children. And so, therefore, education of rural leftbehind children stand vividly revealed on the paper. To be clear, solve the education problems of left behind children is not only the need of rural left behind children health joyful growth, rural families live together in peace together, but also need to promote our socialism new countryside construction。對(duì)于農(nóng)民工子女或留守兒童而言，雖然父母外出打工,但父母迫于經(jīng)濟(jì)條件、城鄉(xiāng)體制和戶籍制度等問(wèn)題的限制只能將子女放在農(nóng)村成為留守兒童。誠(chéng)然，農(nóng)民問(wèn)題是“三農(nóng)”問(wèn)題的實(shí)質(zhì)和核心，而“農(nóng)民工”問(wèn)題作為農(nóng)民問(wèn)題的重要內(nèi)容已然成為解決“三農(nóng)”問(wèn)題的關(guān)鍵。不可否認(rèn)，農(nóng)民工子女的教育問(wèn)題作為農(nóng)民問(wèn)題的附隨問(wèn)題在解決“三農(nóng)”問(wèn)題中發(fā)揮著重要作用，本文正是基于此進(jìn)行了一些探討，以期助益于理論研究和實(shí)踐應(yīng)用。為此，農(nóng)村留守兒童的教育問(wèn)題躍然紙上。 not only is the need of rural prehensive welloff society, also is the need to realize the national modernization. In short, must pay more attention to the rural leftbehind children education problems, did not sloppy.Key words: the countryside。就立法角度而言,國(guó)內(nèi)外對(duì)兒童年齡的設(shè)定是一致的，我國(guó)《憲法》、《未成年保護(hù)法》等相關(guān)法律則規(guī)定,“未滿18周歲的為未成年人”。最后,兒童具有無(wú)限的發(fā)展可能性,即具有可塑性。從監(jiān)護(hù)狀況上看，留守兒童主要分為以下幾種情況：父母雙方均外出務(wù)工，雙方都沒(méi)有對(duì)兒童進(jìn)行監(jiān)護(hù)，由親戚、朋友擔(dān)任監(jiān)護(hù)職責(zé)；父親不在家，母親在家，由母親單方進(jìn)行監(jiān)護(hù)；父親在家，母親外出，由父親承擔(dān)監(jiān)護(hù)責(zé)任。第二、階段性。第四、空間性。教育是兒童成長(zhǎng)的最堅(jiān)實(shí)的“橋梁”。首先，留守兒童教育問(wèn)題的主體是留守兒童。內(nèi)向型性格留守兒童,異常表現(xiàn)為孤僻、自卑、冷漠、不合群、不善與人交流等；外向型性格留守兒童,異常表現(xiàn)為好沖動(dòng)、脾氣急躁、逆反心理較強(qiáng)、自律能力差等。所以應(yīng)試教育只注重學(xué)生成績(jī)已經(jīng)不能滿足學(xué)生發(fā)展的需求了。最后，留守兒童教育問(wèn)題不僅僅是因?yàn)樽陨碓蚝徒逃齼?nèi)容空洞，與教育者也有一定關(guān)系。綜上所述，留守兒童教育問(wèn)題就是由于教育主體、教育內(nèi)容、教育者等綜合因素導(dǎo)致留守兒童在接受教育過(guò)程中出現(xiàn)的問(wèn)題與漏洞。當(dāng)前，由于父母外出打工，百分之五十二的05周歲的幼兒不能與父母生活在一起。教育質(zhì)量上不去。文化知識(shí)教育在教育過(guò)程中占主要部分，大多數(shù)留守兒童學(xué)習(xí)成績(jī)不高，主要是因?yàn)槲幕R(shí)掌握的不好。調(diào)查發(fā)現(xiàn)，％的留守兒童的學(xué)習(xí)是沒(méi)有人督促的，究其原因，他們多數(shù)反應(yīng)是祖父母（外祖父母）年歲高，文化水平較低，很少過(guò)問(wèn)他們的學(xué)習(xí)成績(jī)。一是心理健康教育空白，廣大農(nóng)村中小學(xué)
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