【摘要】： 據(jù)第五次全國(guó)人口普查數(shù)據(jù)顯示,我國(guó)農(nóng)村留守兒童已達(dá)2300萬人,且呈快速增長(zhǎng)的趨勢(shì)。由于長(zhǎng)期缺乏來自父母和完整家庭的呵護(hù)與教育,農(nóng)村留守兒童在教育、心理、生活、道德甚至安全等方面出現(xiàn)了問題,這些問題已嚴(yán)重影響農(nóng)村留守兒童自身的成長(zhǎng)。農(nóng)村留守兒童問題的核心是家庭教育問題,而農(nóng)村留守兒童家庭教育弱化和缺失則是引發(fā)農(nóng)村留守兒童問題的最直接和最根本的原因。 現(xiàn)階段,我國(guó)正處于由二元經(jīng)濟(jì)向一元經(jīng)濟(jì)轉(zhuǎn)化的漫長(zhǎng)過程中,對(duì)農(nóng)村留守兒童家庭教育問題的研究必須放在二元經(jīng)濟(jì)轉(zhuǎn)化的大背景下進(jìn)行。二元經(jīng)濟(jì)轉(zhuǎn)化對(duì)我國(guó)傳統(tǒng)的家庭教育體系產(chǎn)生了嚴(yán)重沖擊,外出務(wù)工的父母對(duì)留守兒童的教育和監(jiān)管出現(xiàn)弱化和缺失,我國(guó)農(nóng)村留守兒童的家庭教育出現(xiàn)了嚴(yán)重的問題。同時(shí),農(nóng)村留守兒童家庭教育問題對(duì)我國(guó)二元經(jīng)濟(jì)轉(zhuǎn)化也會(huì)產(chǎn)生巨大的反作用,影響我國(guó)二元經(jīng)濟(jì)轉(zhuǎn)化的進(jìn)程。在我國(guó)二元經(jīng)濟(jì)轉(zhuǎn)化背景下,從留守兒童家庭教育問題產(chǎn)生的原因、存在的范圍以及帶來的影響上看,農(nóng)村留守兒童家庭教育問題的性質(zhì)已經(jīng)發(fā)生了變化,已不再是個(gè)人問題或者家庭問題,而是影響我國(guó)二元經(jīng)濟(jì)轉(zhuǎn)化進(jìn)程的一個(gè)公共問題。 二元經(jīng)濟(jì)轉(zhuǎn)化背景下,農(nóng)村留守兒童家庭教育問題已經(jīng)不能僅靠個(gè)人和家庭的力量來解決,迫切需要政府擔(dān)負(fù)起主要責(zé)任。政府應(yīng)該發(fā)揮核心和主導(dǎo)作用,集聚家庭、學(xué)校、社會(huì)組織、社區(qū)等各方面的力量形成合力,構(gòu)建一個(gè)以政府為核心和主導(dǎo)的農(nóng)村留守兒童家庭教育新體系。一方面,政府要高度重視農(nóng)村留守兒童家庭教育問題,建立完善的留守兒童家庭教育工作管理和領(lǐng)導(dǎo)體系,強(qiáng)化對(duì)留守兒童家庭教育工作的組織、領(lǐng)導(dǎo)和監(jiān)管,將家庭教育納入社會(huì)公共服務(wù)體系;另一方面,政府要積極鼓勵(lì)并引導(dǎo)多種力量參與解決農(nóng)村留守兒童家庭教育問題,并且從政策、投入、指導(dǎo)等多方面給予大力支持。
[Abstract]:According to the data of the fifth national census, the number of children left behind in rural areas has reached 23 million, and the trend is increasing rapidly. Due to the lack of care and education from parents and complete families for a long time, rural left-behind children have problems in education, psychology, life, morality and even safety. These problems have seriously affected the growth of rural left-behind children. The core of the problem of rural left-behind children is the problem of family education, and the weakening and lack of family education of rural left-behind children is the most direct and fundamental reason that causes the problem of left-behind children in rural areas. At present, our country is in the long process of transforming from dual economy to monolithic economy. The research on family education of rural left-behind children must be carried out under the background of dual economic transformation. The transformation of dual economy has had a serious impact on the traditional family education system of our country. The education and supervision of the children left behind by the parents of migrant workers have been weakened and lacking, and the family education of the left-behind children in rural areas has appeared serious problems. At the same time, the problem of family education of left-behind children in rural areas will also produce a huge reaction to the transformation of dual economy in our country, which will affect the process of transformation of dual economy in our country. Under the background of dual economic transformation in China, the nature of family education problem of left-behind children in rural areas has changed from the causes, the scope of existence and the influence brought about by the problems in the family education of left-behind children. It is no longer a personal problem or a family problem, but a public problem that affects the process of dual economic transformation in China. Under the background of dual economy transformation, the problem of family education of left-behind children in rural areas can not be solved by the strength of individual and family, and the government needs to shoulder the main responsibility urgently. The government should play a core and leading role, gather the family, school, social organization, community and other forces to form a joint force, and build a new family education system for rural left-behind children with the government as the core and leading. On the one hand, the government should attach great importance to the family education of left-behind children in rural areas, establish a sound management and leadership system for the family education work of left-behind children, and strengthen the organization, leadership and supervision of family education work for left-behind children. Integrating family education into the social public service system; On the other hand, the government should actively encourage and guide various forces to participate in solving the problem of family education of rural left-behind children, and give strong support from policy, investment, guidance and other aspects.
【學(xué)位授予單位】：山西財(cái)經(jīng)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2010
【分類號(hào)】：G78

【引證文獻(xiàn)】

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本文編號(hào)：2400510