摘要
近年来,随着农村剩余劳动力大规模流入城市,出现了一个特殊的弱势群体――留守儿童,并衍生了日益突出的留守儿童教育问题。本文以广西兴业县高峰镇新李村为研究基地,对父母双双外出打工后对留守儿童情感生活带来的影响进行了实地调查研究,并从家庭、学校和社会(社区)的角度提出了具有理论价值和现实意义的改善留守儿童情感状况的建议。
论文共分为三大部分:
第一部分为引言。概述了课题的研究背景、研究意义和研究现状,界定了适用于本文的相关概念,形成了本文的基本结构和整体思路。
研究农村留守儿童教育问题,一是有助于推动全社会对留守儿童的关心,促进他们的全面发展,为国家培养更多更好的人才,二是有助于实现城乡经济的协调发展,促进社会的稳定,同时也是促进九年义务教育的均衡发展、巩固现有义务教育成果、不断提高义务教育质量与水平的现实需要。
综合我目前所能见到的文献,国内研究者对留守儿童产生的背景、问题形成的原因和现状等做了大量的考察和研究工作,对父母外出打工给留守儿童带来的一系列影响如教育、学习、行为等的研究较为充分,也提出了很多相关的研究建议。这些研究成果,有助于整个社会对留守儿童问题有更为清楚、深刻的认识,并且有针对性地提出有效的措施加以解决,同时为我们进一步的研究提供了宝贵的经验。但是,我认为国内对留守儿童的研究较多的集中在形成原因、教育和学习状况等方面,而对情感状况的研究仍有待深入,而且,以往的研究调查范围过于宽泛、笼统,不够具体,结论往往是推测的结果,很少实证。
本研究选用质的研究和量的研究相结合的方法(综合应用了文献法和访谈法),通过探讨农村留守儿童情感状况,揭示他们的情感、愿望等特点,从而寻求相应的对策,促进他们的身心健康发展。
第二部分是研究结果和分析。通过调查研究发现:留守儿童明显地感觉到家庭气氛变得冷冷清清,日常生活照顾没有以前周到,与父母在情感上产生了距离,心理上产生了不安全感。
监护人无暇顾及与留守儿童的沟通或者虽然有沟通但存在欠缺,他们往往忽略了留守儿童的内心世界和情感需求,对留守儿童的关怀大多只停留在物质方面。
外出父母与留守儿童主要是通过打电话来维系着二者彼此的亲情和关爱,但这种联系往往频率低、通话时间短,且主要发生在外出父母与儿童的监护人之间,在与留守儿童进行通话短短的几分钟里,父母主要关心孩子的学习表现和安全,是否听老师的话以及是否服从监护人的管束,而孩子更多的是询问父母的身体状况,并向父母汇报自己在学校的表现,很少会涉及到双方之间的情感交流,因此这种沟通对于满足留守儿童的亲情渴望,不能认为是有效的。
留守儿童的亲情需求较强,渴望得到父母的关爱,但是这种强烈的愿望却得不到满足,他们缺少父母的关怀和陪伴,与父母较少的情感交流使他们普遍感觉到了内心的孤单和失落,很多儿童小小年纪便开始有了心理重负,他们不仅要为家庭的生活担心,还常常要牵挂着外出父母的健康与安全。
第三部分是基于现实,从家庭、学校和社会(社区)的角度提出了改善留守儿童情感状况的建议。要彻底解决留守儿童的亲情渴望问题,需要社会(社区)、学校、家庭共同配合和努力。
首先,治本之策是要从源头上杜绝留守儿童的产生,如加快户籍制度改革,拆除城乡壁垒,给予流动农民市民待遇,保护流动农民的权益,或者城市的学校切实实行城乡儿童一视同仁的方针,使“农民工”子女和城市孩子一样享受优质教育,城乡并举解决农村留守儿童教育问题。
其次,要转变外出打工父母及监护人的观念及沟通方式,重视孩子的情感需要,改善留守儿童的亲情环境,如就近打工或者在家创业。
再次,要充分发挥学校的优势,因势利导,有针对性地做好教育管理工作,如通过丰富多彩的课余活动和互助互学的同伴友谊来弥补其在家庭中缺失的亲情、针对留守儿童开设与之相关的课程、强化心理教育、建立“代理家长制”、与相关社区联合开办“亲子园”等。
最后,留守儿童本人也要学会自我心理调适,及时排解自己的紧张情绪。
As the large-scale surplus-labour in rural area flow into cities in recent years, there appears a special weeken group, the left-behind children. This leds to a more and more serious problem for how to educate those children. This paper uses Xinli village Gaofeng Town Xinye County Guangxi as the basic background to research the affection of emotion on children when both of their parents have left their hometown to work. Meanwhile the author alse give some suggestions on how to improve the situation of left- behind children from the angle of family, school and society, which have both the theoretical value and realistic significance.
The thesis consists of three parts.
The first chapter is the introduction, which gives a summary to the reseaching background, research significance and the current situation of the issue. Meanwhile, it gives some definitions to the conceptions related to this thesis and form a basic structure and complete thoughts to the thesis.
When study the problem of education to left-behind children in rural areas, on the one hand it may be helpful to promote the whole society to care about the left-behind children, promote their development, cultuvate more talents for our country, on the other hand, it may be helpful to coordinate the development between cities and rural areas, to ensure a peaceful society, to promote the development of nine year compulsory education in balance, to consolidate the achievements of current compulsory education, continuously improve the quality of compulsory education to fit the demand of reality.
Based on all the documents available, we can see that the researchers in our country have done a lot of work on investigating and studying the background, causes and current situation of left-behind children. More of them focus on a series of affection on left-behind children, such as education, study, conduct, and so on. They have already given a lot of suggestions on the studying. These achievement will be helpful for the society to understand the problm of left-behind children clearly and deeply. They also present some effective measures to solve the problems, which may be helpful for our reseach because they have offered us valuable experience. However, more of their reseach concentrates on the causes, education and studying condition of left-behind students, the reseach on emotion situations is limited. Meanwhile, the sphere of reseach in the past is too large, too concentrated, not concrete enough. The conclusion is always the result of prediction, not proved by practice.
My reseach uses the methods which combine the research of quality with the research of quantity to study the emotion situation of left-behind children and display their features of emotion and wishes on the purpose to search for a good way to solve the problem, so that we can promote both psychical and physical development of left-behind children.
The second part consists of the conclusion of reseach and its analyzing. The left-behind children feel that the atmosphere in their family is too cold, they can’t be taken care as well as before. There lies a gap between their parents and them so they may feel they are not safe enough.
The supervisor don’t have enough time to communicate with left-behind children or though sometimes they may communicate but it is limited. Their care focus more on materials but not emotion. Telephone is the main means for parents and their children to communicate. The shortcoming of the way is that they can’t communicate too much and the time to communicate also is limited. The communication always limited between the parents who have left their hometown and their children. Due to the limited time, parents focus more on the performance on studying and the security of their children, or if their children obey their teachers or their supervisors. And the children focus more on their parents’health situation. They always report their performance of studying to their parents. Because their talks always are not connected with the communication of emotion, so the communication can’t be regarded as effective way to satisfy the desire of children’s family feeling.
Left-behind children have a strong desire on family feeling, they desire to be loved by their parents. However their desire can’t be satisfied. They lack care and company from their parents. They commonly feel lonely and low due to the lack of comminication of emotion. Lots of children have heavy burden of psyche even they are very young. They worry about not only their family life but also their parents’health situation and security.
Based on reality, the third chapter gives some suggestions on how to improve left-behind children’s emotion situations from the aspect of family, school and the society. If we want to solve the emotional problem of left-behind children, the cooperation and the efforts among society, school and family are necessary.
Firstly, we should prevent the making of left-behind children from origin. We can take the measures such as to reform of the system of houshold register, remove the barrier between cities and rural areas, treat flowing peasants as commomn citizens and protect their legal rights. Or the schools in cities should adopt the policy which look on the children in rural areas as those in cities. So that both the children in rural areas and in cities can enjoy high-quality education and eventually solve the problem of left-behind children in rural areas.
Secondly, we should change both the ideas of outgoing parents and the supervisors as well as their communicative methods, pay attention to the emotional demand of children and improve the family surrounding of them. Perhaps, there is another way that the parents can work nearer or set up their own business in their hometown.
Thirdly, we should utilize the advantage of school, give judicious guidance according to circumstances, make pointed reference to do the educational management. We may make up their demands of family feeling by colourful out door activeties and the friendship between students. School should open some courses related to left-behind children, intensify the psychological education, construct the system of acting parents, open some gardens of parent-offspring, and so on.
Finally, the left-behind children themseleves should master the skill on how to adjust their emotion, and release their stress in time.
引文
① 《云南经济日报》,2000-9-29,第 1 版。
① 中国农村留守儿童问题研究第一期调研报告,科研与决策,2004 年第 15 期。
②《未成年人德育大家谈·预防农村留守儿童道德滑坡》,青少年思想道德网,2004-8-11。
① 吴永胜、喻本云:《父母离了乡,孩子怎么办?》,《光明日报》2004-5-13。
② 李庆丰:《农村劳动力外出务工对“留守子女”发展的影响》,《上海教育科研》2002 年第 9 期。
③《中国青年报》2005-1-20。
④《莫让绽放的花朵蒙尘·对“留守”学生教育的调查》,新华网 2004-2-24。
⑤ 中国农村留守儿童问题研究会议综述,科研与决策,2004 年第 8 期。
① 吴霓等:《中国农村留守儿童问题研究》第一期调研报告,教育发展研究部网站,2007-1-9。
② 中国农村研究网,2004-11-17。
③《亚博农业》每周快报,2004-11-9。
④ 朱蕴丽、潘克栋:《把“爱”撒向每一个孩子》,《江西教育科研》2005 年第 7 期。
①张鹤龙:《远离父母,他们失去了什么?——留守儿童问题调查》,《半月谈》2004-10-20。
②林宏:《福建省“留守孩”教育现状调查》,《福建师范大学学报·哲学社会科学版》,2003 年第 3 期。
③李秀英:《农村“留守学生”调查与思考》,《中国妇运》2004 年第 10 期。
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⑤周宗奎、孙晓军、刘亚、周东明:《农村留守儿童心理发展与教育研究》,北京师范大学学报(社科版),2005年第 1 期。
⑥吴霓等:《农村留守儿童问题调研报告》,《教育研究》2004 年第 10 期。
①沈辉香、戚务念:《农村留守儿童的成长迫切需要父母的关心》,《当代教育论坛》,2005 年第 5 期。
②杨素苹:《关注农村留守儿童》,《基础教育参考》。2004 年第 7 期。
③陈向明著:《教师如何作质的研究》,教育科学出版社,2001 年 6 月第 1 版第 12 页。
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