With the rapid development of China's market economy and the acceleration of urbanization, a large number of migrant workers go out to work and do business, but due to economic and household registration reasons, they cannot bring their children into the city, thus giving birth to a special group-left-behind children in rural areas.
As a special group in China's social transformation period, left-behind children in rural areas often deviate from the normal track in their thinking, behavior and psychological growth and development due to lack of family care: withdrawn, depressed, emotionally fragile, inferior and anxious, lazy and willful; Lack of concentration in study and poor grades; Life is unsanitary, rude, fighting, sneaking around, and so on. The abnormal behavior of left-behind children has become a major problem in school education and teaching. How to solve the study and life problems of left-behind children, make them grow up healthily physically and mentally, and promote the harmonious development of school work is a new educational topic worthy of great attention.
Jiushan Town, located in the southwest of Weifang City, is a pure mountain agricultural town with 64 administrative villages and a population of 52,000. There are more than 1 000 migrant workers all the year round, accounting for 34.5% of the total rural labor force. According to statistics, there are 3,260 primary and secondary school students in the town, including 352 left-behind children and adolescents, accounting for 10.8%, and 748 students from single-parent families, close to 23%. 88% of left-behind children live with grandparents, 12% live with other relatives. It can be said that 33.7% of primary and middle school students in Jiushan Town have lost their direct guardians for a short or long time.
In view of the above problems, Jiushan Town Education Management Office of our bureau actively organizes all primary and secondary schools and teaching staff to give full play to their subjective initiative, carry out activities of caring for left-behind children in rural areas through multiple channels and forms, and earnestly carry out assistance education, which not only ensures that left-behind students are taken care of in life, helped in their studies and comforted psychologically, but also provides them with opportunities to cultivate their self-study and self-care ability, and promotes the improvement of their comprehensive quality and the formation of sound personality.
Second, the basic practice
Under the current background of implementing quality education, the ultimate goal of education is to train students to become adults and talents. As the main body of education, schools should play a leading role in the education of left-behind children. Our main methods are:
The first is to improve the files of left-behind children. The town education management office and primary and secondary schools have generally set up leading groups for the work of left-behind children. At the beginning of each semester, they organize a "Hundred Teachers and Thousand Leagues" activity, visit the left-behind students, keep abreast of the study and life of the left-behind children, establish detailed files according to classes, conduct classified education management, and enhance the pertinence and effectiveness of the work.
The second is to build a bridge between home and school. Strengthen the contact between principals and class teachers and parents, regularly communicate with parents of left-behind children, inform them of their study and life, urge parents to pay more attention to the all-round growth of children, and guide parents or temporary guardians to care for children. Establish a family contact card for left-behind children, and use information technology such as telephone and internet to form a home-school contact system. In addition, the school also takes advantage of the opportunity of parents returning home on the eve of the Spring Festival, Tomb-Sweeping Day and Mid-Autumn Festival to hold parent-teacher conferences for left-behind children on a regular basis, so as to fully communicate with parents and form a synergy effect.
The third is to update the concept of education. The school bears the dual responsibilities of family education and school education, and the teacher is both a teacher and a nanny. By further establishing educational concepts such as "Left-behind children are not equal to problem children", "Teachers are not trivial matters, everything is related to education" and "No student is left behind", we will shift from simply pursuing teaching and learning to students' all-round and healthy development, improve the quality of teaching connotation, make the school a place that children like and miss, and take "home" as fun.
The fourth is to cultivate healthy psychological quality. In view of the psychological problems of left-behind children, all primary and secondary schools have set up psychological counseling rooms, equipped with full-time and part-time psychological teachers, to provide teachers with relevant psychological guidance training, so that they can provide students with psychological health counseling on a regular basis to help students face their growing troubles calmly. The tutorial system is implemented for children who encounter setbacks or difficulties, and psychological comfort is given in time to help left-behind children overcome loneliness, timidity and indifference and make up for the lack of fatherly love and maternal love.
The fifth is to strengthen the construction of boarding schools. Constantly improve the infrastructure, do our best to provide a good growth environment for left-behind children, and effectively educate and manage them. Since 2007, we have actively sought funds and further increased investment. It has invested more than 3 million yuan to build or expand more than 3,000 square meters of dormitories and restaurants in boarding schools such as Songwangzhuang Primary School, Fuxing Primary School and Jiusan Junior High School, and purchased supporting facilities to provide good conditions for left-behind children to eat and live at school. Every afternoon after school, the life guidance teacher and the teacher on duty are responsible for the "four unifications" for all left-behind children, that is, unified organization of activities, unified arrangement of homework, unified dining, unified work and rest time, and male and female teachers on duty at night. Left-behind children don't have the trouble of running around in the morning and evening, and they don't have the bitterness of eating cold meals and cold dishes. They really feel the warmth of their big family and enjoy the affection given by their biological parents.
The sixth is to carry out pairing assistance activities. Explore the "3+ 1" and "2+ 1" pairing assistance mode. "3+ 1" is an agent for parents, loving mothers and classmates to help a left-behind child whose parents are away; "2+ 1" refers to acting as an agent for parents or caring mothers and classmates to help left-behind children whose parents are not at home and undertake their temporary management and protection tasks. At the same time, it has also strengthened contacts with enthusiastic people and units such as "Touching Top Ten People in Shandong", Qingdao philanthropist Wang Mingdian, Beijing Kongwang Group, Weifang High-tech Zone Financial Directors Association and Weifang Volunteers Federation. Pairing to help left-behind children has received good results.
Third, the main achievements and promotion value
Through a series of effective measures, the mental outlook of left-behind children has been greatly improved. Love of learning, politeness and discipline have become a common practice. Some of them have caught up and become students with excellent academic performance. Some have initially formed the consciousness and ability of self-reliance and self-care, won prizes in the county-wide Chinese literacy exhibition and writing competition, and some have become the backbone of the school spirit. Since 2008, there have been no violations of law and discipline among left-behind children and adolescents in primary and secondary schools in the town, and there have been no cases of parents' leapfrog petition caused by the problem of left-behind children. All primary and secondary schools have achieved healthy and harmonious development. The town education management office has been awarded "civilized unit" by the county party committee and county government for many times and "advanced unit" by the county education bureau.
The research results of this project have certain promotion value in schools in mountainous areas and plains, especially the practices of "strengthening the construction and management of boarding schools", "carrying out pairing assistance activities" and "paying attention to holiday practice activities to educate people", which have strong reference significance for rural primary and secondary schools in mountainous areas. For example, in the management of boarding schools, collective life and colorful activities can stimulate the self-confidence of left-behind students, stimulate their enthusiasm for learning, enhance their sense of belonging to the group, and thus cultivate their awareness and creativity of self-education and self-management. In boarding management, the school fully respects students, regards students as partners in education and teaching, fully taps the management potential of left-behind students, and creates conditions and opportunities for them to participate in management as much as possible, effectively promoting the all-round and healthy development of left-behind children.