留守儿童与非留守儿童教育成长分析  

An Analysis of the Educational Growth of Left Behind and Non Left Behind Children

作　　者：张学春 ZHANG Xuechun(Business School of Suzhou College,Suzhou 234000,China)

机构地区：[1]宿州学院商学院,安徽宿州234000

出　　处：《济宁学院学报》2020年第2期83-89,共7页Journal of Jining University

基　　金：安徽省高校人文社会科学研究重点项目“教育‘三缺’背景下安徽省留守儿童教育成长危机及对策研究”(SK2017A0464)。

摘　　要：为考察留守儿童与非留守儿童教育成长是否存在差异,利用调研数据对二者进行分析。发现与非留守儿童相比,留守儿童的心理身体健康状况差,做事行为能力、人际交流交往能力低,不诚实、不良行为和不良爱好多,友朋同学关系差,学习效果差,寄宿生比例高,学校老师喜欢度和学习生活喜欢度、幸福感满意度、热情和积极性低。提高监护人履职能力,完善留守儿童关爱保护体系,提升其做事行为能力和人际交流交往能力,养成良好的行为和爱好,提高学校办学水平,解决寄宿生的困境,关注留守学生的特殊需求,大力发展儿童福利事业,激发孩子们的生活热情和积极性,提高他们的喜欢度、幸福感和满意度,对破解留守儿童教育成长困境有较强的实践指导意义。In order to investigate whether there is a difference in the educational growth of left-behind children and general children,a comparative analysis is made using survey data.It is found that compared with general children,left-behind children have poor mental and physical health,low ability to do things,low interpersonal communication ability,dishonesty,bad behavior and bad hobbies,poor relationships with friends and classmates,poor learning results,and a high proportion of boarders.School teachers like and study life likes,happiness,satisfaction,enthusiasm and enthusiasm are low.Improve the guardian’s ability to perform their duties,improve the care and protection system for left-behind children,improve their ability to do things and interpersonal communication,develop good behaviors and hobbies,improve the level of school running,solve the plight of boarders,pay attention to the special needs of left-behind students,and vigorously Developing children’s welfare undertakings,inspiring children’s enthusiasm and enthusiasm for life,improving their likes,happiness,and satisfaction,has a strong practical significance for solving the dilemma of left-behind children’s educational growth.

关 键 词：留守儿童 非留守儿童 教育成长 

分 类 号：G775[文化科学—教育学]