农村留守儿童教育问题的实质与解决路径  

The Essence of Rural Left-behind Children's Education Problems and Solutions

作　　者：赵兴民[1] 

机构地区：[1]四川师范大学教育科学学院,四川成都610068

出　　处：《广西师范大学学报（哲学社会科学版）》2011年第3期100-103,共4页Journal of Guangxi Normal University(Philosophy and Social Sciences Edition)

基　　金：四川省哲学社会科学"十一五"规划2010年度重点项目"突发公共事件教育应急管理机制的对策研究"(SC10A010)

摘　　要：当前关于农村留守儿童教育问题的研究大都基于一个趋同的假设:留守儿童即问题儿童——这导致研究的结论和对策出现了一些误区。农村留守儿童教育问题的实质不在于亲子分离,而在于儿童和父母间的亲情沟通障碍、亲子关系失当和家庭教育错位。在"留守"现象依然存在的事实下,具有现实性和可行性的解决路径是重点解决儿童"心理留守"问题,通过父母角色的补位,加强亲子感情沟通,建构平等、互信、尊重、互爱的亲子关系,有效发挥远程家庭教育功能。Most studies on the current education problems of rural left-behind children are based on a con- vergence hypothesis, left-behind children are children with problems, which often leads to some misunderstanding in the findings and measures. The essence of the education problems of rural left-behind children lies not in parent-child separation, but in communication barriers between children and parents, in parentchild relationship misconduct and family education dislocation. In fact, so long as the left-behind children phenomenon still exists, realistic and feasible solutions are. focusing on psychological problems of left-behind children, making up for the absence of parents to enhance parent-child emotional communication, building parent-child relationship of equality, mutual trust, respect and mutual love, and effectively developing the function of distance family education.

关 键 词：农村 留守儿童 教育问题 实质 路径 

分 类 号：G40-052.2[文化科学—教育学原理]