【摘要】：農(nóng)村留守兒童是在我國工業(yè)化與城市化快速發(fā)展過程中,隨著大量農(nóng)民工進城務工而出現(xiàn)的新群體。目前,留守兒童受到社會各界的廣泛關注,但是針對留守兒童人格教育的研究還非常有限。如何有效發(fā)揮家庭教育、學校教育、社會教育等各方面的積極作用并形成合力,使他們能夠健康成長,是當前需要思考和解決的問題。 論文主要分為四個部分。第一部分是理論概述,主要研究和考察了留守兒童的產(chǎn)生原因,對進行留守兒童的界定,以及對人格的含義和特征分析,并研究了農(nóng)村留守兒童人格教育的重大意義等問題。 第二部分是農(nóng)村留守兒童人格教育的特征分析,主要研究了影響人格形成和發(fā)展的遺傳因素、環(huán)境因素和教育因素,同時對開展農(nóng)村留守兒童人格教育所具有的優(yōu)勢進行了分析和研究,農(nóng)村留守兒童在生活中具有豐富的留守經(jīng)歷；教育中具有濃厚的實踐色彩；精神上具有真實的獨立特色三方面的優(yōu)勢,也是開展留守兒童人格教育的特色,揭示了留守兒童并非“問題”兒童的代名詞。 第三部分是農(nóng)村留守兒童人格教育的弱化及原因的分析,研究和考察了農(nóng)村留守兒童人格教育的現(xiàn)狀及原因所在,著重分析了學校教育、家庭教育、社會環(huán)境給留守兒童人格教育產(chǎn)生的影響,為培養(yǎng)具有健全人格的留守兒童提供依據(jù)。 第四部分是農(nóng)村留守兒童人格教育的途徑探索,首先明確了人格教育的目標是培養(yǎng)具有健全人格的人才,其次,從學校教育、家庭教育和社會以及政府方面探討解決問題的思路和途徑。 然而,農(nóng)村留守兒童人格教育問題研究和實踐任重道遠,且關系到留守兒童的健康成長和社會的發(fā)展進步,仍需要做更多的探索和研究。
[Abstract]:Children left behind in rural areas are a new group in the rapid development of industrialization and urbanization in China, with a large number of migrant workers coming into the city to work. At present, left-behind children are widely concerned by all walks of life, but the research on personality education of left-behind children is very limited. How to effectively play the positive role of family education, school education, social education and so on and form a joint force to enable them to grow up healthily is a problem that needs to be considered and solved at present. The paper is divided into four parts. The first part is an overview of the theory, mainly studies and investigates the causes of left-behind children, the definition of left-behind children, as well as the analysis of the meaning and characteristics of personality, and studies the significance of personality education in rural left-behind children. The second part is the characteristic analysis of personality education of rural left-behind children. It mainly studies the genetic factors, environmental factors and educational factors that affect the formation and development of personality. At the same time, the author analyzes and studies the advantages of carrying out the personality education of left-behind children in rural areas. The spirit has the real independent characteristic three aspects superiority, is also carries on the left behind the child personality education characteristic, has revealed that the left behind child is not the "problem" child synonym. The third part is the analysis of the weakening of the personality education of rural left-behind children and the analysis of the reasons, the research and investigation of the status quo and reasons of the personality education of rural left-behind children, focusing on the analysis of school education and family education. The influence of social environment on personality education of left-behind children provides basis for cultivating left-behind children with sound personality. The fourth part is the way to explore the personality education of left-behind children in rural areas. Firstly, it is clear that the goal of personality education is to train talents with sound personality, and secondly, from the school education, Family education and society as well as the government to explore ways to solve the problem. However, there is a long way to go in the study and practice of personality education of left-behind children in rural areas, which is related to the healthy growth of left-behind children and the development and progress of society, so it is still necessary to do more exploration and research.
【學位授予單位】：蘭州大學
【學位級別】：碩士
【學位授予年份】：2011
【分類號】：C913.5

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