發(fā)布時(shí)間：2018-07-28 21:15

【摘要】：伴隨著我國(guó)改革開(kāi)放，大量農(nóng)村剩余勞動(dòng)力到城市打工，但由于戶籍制度及與其相關(guān)聯(lián)的城鄉(xiāng)隔離的各種制度還沒(méi)有徹底的改變，許多農(nóng)村剩余勞動(dòng)力在進(jìn)入城市的各個(gè)領(lǐng)域工作的同時(shí)，面臨著無(wú)法使自己的子女在城市學(xué)校讀書(shū)的現(xiàn)實(shí)問(wèn)題，他們被迫無(wú)奈選擇將子女留在農(nóng)村上學(xué)，由此引發(fā)了農(nóng)村留守兒童的教育問(wèn)題。農(nóng)村留守兒童的教育關(guān)系到農(nóng)村工業(yè)化、城鎮(zhèn)化、信息化與農(nóng)業(yè)現(xiàn)代化的實(shí)現(xiàn)，，對(duì)其研究有重要的理論意義與實(shí)踐應(yīng)用價(jià)值。 本文以山西省興縣農(nóng)村留守兒童為研究對(duì)象，共發(fā)放問(wèn)卷600份，收回582份，其中，有效問(wèn)卷578份。通過(guò)對(duì)留守兒童問(wèn)卷的統(tǒng)計(jì)分析及與監(jiān)護(hù)人、教師的訪談得知，留守兒童上課不認(rèn)真聽(tīng)講，課后不立刻完成作業(yè)，部分留守兒童逃學(xué)現(xiàn)象嚴(yán)重，常去網(wǎng)吧、游戲廳等不良場(chǎng)所。與非留守兒童相比，留守兒童對(duì)待學(xué)習(xí)的態(tài)度和目的也不容樂(lè)觀。究其原因，外出打工的父母和社會(huì)對(duì)留守兒童的關(guān)注度不夠，監(jiān)護(hù)人責(zé)任不強(qiáng)，對(duì)留守兒童的管理教育都嚴(yán)重依賴學(xué)校，而農(nóng)村學(xué)校卻面臨著教育資金缺乏、教育內(nèi)容僵化和教育方式不符合實(shí)際情況等問(wèn)題，使留守兒童出現(xiàn)教育空缺，留守兒童的學(xué)習(xí)狀況堪憂。針對(duì)農(nóng)村留守兒童存在的教育問(wèn)題，本文認(rèn)為留守兒童父母應(yīng)該經(jīng)常與子女聯(lián)系，監(jiān)護(hù)人應(yīng)承擔(dān)起教育責(zé)任，學(xué)校需要強(qiáng)化教育管理，改變僵化教育方式，政府也需提高對(duì)留守兒童教育的重視力度以及教育留守兒童提升自身認(rèn)知水平。
[Abstract]:With China's reform and opening up, a large number of rural surplus labor to work in cities, but due to the household registration system and its associated urban-rural segregation of various systems have not completely changed. Many rural surplus labors, while working in various fields of the city, are faced with the realistic problem of being unable to make their children study in urban schools. They are forced to choose to keep their children in rural schools. This led to the education of children left behind in rural areas. The education of left-behind children in rural areas is related to the industrialization, urbanization, informatization and the realization of agricultural modernization, which has important theoretical significance and practical application value for its research. In this paper, 600 questionnaires were sent out and 582 were collected, among which 578 valid questionnaires were collected from rural left-behind children in Xingxian County, Shanxi Province. Through the statistical analysis of the questionnaire for left-behind children and interviews with guardians and teachers, we know that children left behind do not listen to lectures seriously in class, do not finish their homework immediately after class, and some left-behind children often go to bad places such as Internet cafes and game rooms. Compared with non-left-behind children, the attitude and purpose of Left-behind children towards learning is not optimistic. The reason is that parents and society who go out to work pay less attention to left-behind children, have not strong responsibility of guardian, and rely heavily on schools for management education of left-behind children, but rural schools are faced with lack of education funds. The inflexibility of education content and the unconformity of educational methods with the actual situation make the education vacancy of left-behind children, and the learning condition of left-behind children is worrisome. In view of the educational problems of rural left-behind children, this paper holds that parents of left-behind children should often contact their children, guardians should bear the responsibility of education, schools should strengthen education management and change rigid education methods. The government also needs to pay more attention to the education of left-behind children and improve their cognitive level.
【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】：2013
【分類號(hào)】：G521

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本文編號(hào)：2151599