本文選題：浙江文成縣 + 農(nóng)村留守兒童　； 參考：《江西農(nóng)業(yè)大學(xué)》2017年碩士論文

【摘要】：兒童是國(guó)家的未來(lái)和希望。抓好兒童問題是國(guó)家面向未來(lái)的理性選擇。我國(guó)是世界上兒童問題最為突出的國(guó)家之一,據(jù)民政部估計(jì),我國(guó)除了57萬(wàn)孤兒,還有61萬(wàn)在事實(shí)上無(wú)人撫養(yǎng)的兒童,加上其它類型的農(nóng)村留守兒童,全國(guó)農(nóng)村留守兒童數(shù)量大概有近千萬(wàn)。這些農(nóng)村留守兒童由于家庭、學(xué)校、社會(huì)等諸多方面的原因,在心里、學(xué)業(yè)、安全及品行等多方面出現(xiàn)問題,影響了他們的健康成長(zhǎng)。農(nóng)村留守兒童生存與發(fā)展現(xiàn)狀問題是我國(guó)現(xiàn)階段社會(huì)轉(zhuǎn)型時(shí)期無(wú)法避免的一個(gè)社會(huì)問題,但這一問題涉及城鄉(xiāng)發(fā)展不均衡、法律法規(guī)不健全、社會(huì)救助政策制訂與整合等多個(gè)方面,對(duì)我國(guó)經(jīng)濟(jì)社會(huì)的發(fā)展產(chǎn)生了深遠(yuǎn)影響,必須引起全社會(huì)的關(guān)注和重視。筆者作為曾經(jīng)從事婦女兒童工作的工作者,有責(zé)任和義務(wù)研究農(nóng)村留守兒童的問題,并以浙江文成縣為例,為政府和社會(huì)認(rèn)識(shí)、關(guān)心、幫助這一群體作出自己的一點(diǎn)點(diǎn)努力。論文聚焦于浙江省文成縣,通過(guò)分析當(dāng)?shù)剞r(nóng)村留守兒童教育現(xiàn)狀,探討其存在的問題及成因,進(jìn)而提出解決農(nóng)村留守兒童教育問題的基本對(duì)策。論文首先分析農(nóng)村留守兒童、教育、農(nóng)村留守兒童教育等概念界定特征及理論基礎(chǔ),探討農(nóng)村留守兒童教育的重要價(jià)值與現(xiàn)實(shí)意義。之后,論文分析浙江省溫州市文成縣農(nóng)村留守兒童教育的基本現(xiàn)狀以及存在的問題。盡管留守兒童問題已經(jīng)取得的基本成效,但是存在的問題依舊突出:如:留守兒童缺乏監(jiān)管,留守兒童心理問題凸顯,學(xué)校家庭教育斷層,留守兒童價(jià)值觀扭曲,留守兒童安全存在危機(jī)。之后,對(duì)于浙江文成縣農(nóng)村留守兒童教育存在問題的原因進(jìn)行了系統(tǒng)的分析。主要包括四個(gè)方面,一是家庭教育的無(wú)效,二是農(nóng)村學(xué)校教育的落后,三是農(nóng)村社區(qū)環(huán)境的干擾,四是農(nóng)村勞動(dòng)力流動(dòng)存在制度性障礙。之后,分析國(guó)內(nèi)外留守兒童教育的經(jīng)驗(yàn),為論文借鑒。最后,論文探索提出了解決我國(guó)農(nóng)村留守兒童教育問題的基本對(duì)策:一是健全機(jī)制,形成合力;二是逐步建立制度保障體系;三是構(gòu)建留守兒童的教育新模式;四是創(chuàng)造良好的家庭環(huán)境。
[Abstract]:Children are the future and hope of the country. It is a rational choice for the country to face the future. China is one of the countries with the most prominent children's problems in the world. According to the Ministry of Civil Affairs, in addition to 570000 orphans, there are 610000 children who are de facto unaccompanied, plus other types of rural left-behind children. The number of children left behind in rural areas is probably close to ten million. For the reasons of family, school, society and so on, these rural left-behind children have many problems in their hearts, studies, safety and conduct, which have affected their healthy growth. The survival and development of left-behind children in rural areas is an unavoidable social problem in the period of social transformation in our country, but this problem involves the imbalance of urban and rural development, the imperfection of laws and regulations. The formulation and integration of social relief policies have had a profound impact on the economic and social development of our country, which must attract the attention and attention of the whole society. As a worker who once worked with women and children, I have the duty and duty to study the problem of rural left-behind children, and take Wencheng County, Zhejiang Province as an example, for the government and society to understand, care about, and help this group to make little efforts. This paper focuses on Wencheng County, Zhejiang Province, through the analysis of the current situation of rural left-behind children education, discusses its existing problems and causes, and then puts forward the basic countermeasures to solve the problems of rural left-behind children education. Firstly, this paper analyzes the definition and theoretical basis of the concepts of rural left-behind children, education and rural left-behind children education, and probes into the important value and practical significance of rural left-behind children education. Then, the paper analyzes the basic status quo and existing problems of rural left-behind children education in Wencheng County, Wenzhou City, Zhejiang Province. Although the problem of left-behind children has made the basic achievements, the existing problems are still prominent: for example: the lack of supervision of left-behind children, the psychological problems of left-behind children, the school and family education fault, the distortion of the values of left-behind children. There is a crisis in the safety of children left behind. After that, the causes of the problems in the education of rural left-behind children in Wencheng County, Zhejiang Province are systematically analyzed. It mainly includes four aspects, one is the invalidity of family education, the other is the backwardness of rural school education, the third is the disturbance of rural community environment, and the fourth is the existence of institutional obstacles to the flow of rural labor force. After that, the author analyzes the experience of left-behind children education at home and abroad, and draws lessons from the paper. Finally, the paper explores the basic countermeasures to solve the problems of education of left-behind children in rural areas: first, to perfect the mechanism and form the resultant force; second, to gradually establish the system guarantee system; third, to construct a new education model for left-behind children; Fourth, create a good family environment.
【學(xué)位授予單位】：江西農(nóng)業(yè)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G521

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