从《留守孩子》到《念书的孩子》——西部农村留守儿童的成长观照  

From Left-in Children to The Reading Boy—Contemplation of the Growth of Left-behind Children in Western Rural Areas

作　　者：刘春燕 Liu Chunyan(School of Marxism,Liupanshui Normal University,Liupanshui Guizhou 553004)

机构地区：[1]六盘水师范学院马克思主义学院,六盘水553000

出　　处：《西部学刊》2024年第8期9-12,共4页Journal of Western

基　　金：2021年度贵州省哲学社会科学规划青年课题“贵州农村留守儿童家校社共育困境、归因及对策研究”(编号:21GZQN32)的阶段性成果

摘　　要：西部农村留守儿童的成长过程是在父母爱的缺失、家庭教育缺位下的破茧,抑或是叛逆早熟的自缚。电影《留守孩子》《念书的孩子》从不同角度反映了农村留守儿童成长的不同心路历程。基于教育“三大基本定律”对两部影片进行分析,认为天赋发展、适应社会、尊重人性同样是农村留守儿童教育的关键,其教育路径在于:(一)家校政社教育主体协同育人格局的构建;(二)农村留守儿童自适应能力的教育及养成。The growth of left-behind children in western rural areas is a cocooning process under the lack of parental love and family education,or the self-restraint of rebelliousness and precocity.The two movies Left-in Children and The Reading Boy reflect the growth of rural left-behind children with different mental path from different perspectives.Based on the“three basic laws of education”,this paper analyzes these two films and holds the view that the development of talent,adaptation to society and respect for human nature are also the keys to the education of rural left-behind children,and the educational paths of which lie in:(1)the construction of a collaborative education pattern among educational bodies such as family,school,government and society;(2)the education and cultivation of self-adaptation ability of rural left-behind children.

关 键 词：农村留守儿童 成长观照 留守儿童教育 

分 类 号：C913.5[经济管理] D669.5[社会学]