How to pay attention to rural left-behind students

Yan Huandong (538029, Liang Na Middle School, Fangchenggang City, Guangxi) Abstract With the continuous development of rural economy, the process of urbanization is extremely rapid, and there are common social phenomena such as migrant workers and farmers going out to work and do business. A considerable number of people who have left their homes have no ability and conditions to place their children in their cities, so they can only stay at home and entrust all their children to the elderly or relatives and friends. These parents unilaterally believe that everything will be fine as long as their children are not short of money. As everyone knows, the bigger defects and consequences make parents unexpected. Many left-behind children can't get normal care and guidance in physical development, character formation, life concept and so on, which leads to their physical and mental defects, becoming poor students in life, backward students in study and problematic students in thought and behavior. In order to reduce the occurrence of the above phenomenon, it is necessary for society, schools and families to work together to educate children and solve the problem of left-behind children. Keywords left-behind students; Class teacher; Educational Countermeasures The so-called left-behind students refer to school-age children whose parents or one of them goes to work in other places, leaving their children to study in their hometown and unable to live with their parents. Because of their special growth environment, they have been widely concerned by educators and the whole society. "Left-behind students" is a special social group, which needs great attention and attention. Facing this grim situation, we must care, cherish and care for the left-behind students, actively explore the long-term mechanism of caring for the healthy growth of the left-behind students, and strive to create a healthy growth environment for the left-behind students. According to the school situation, help and care for "left-behind students" and give them spring-like warmth. Teachers' work has a long way to go. Our teachers should care for them with sincerity, love, patience and care, establish a caring work "network", realize the true feelings everywhere in the world, let schools, families and society closely contact and cooperate with each other, pay close attention to children's dynamics, and always care for them and help them. We have also established a file of "left-behind students" so that schools and families can communicate, help each other and care for this left-behind sky. 1. The causes of psychological problems of left-behind students 1. 1 are family reasons. First of all, the left-behind students grew up in an environment of long-term lack of maternal love and fatherly love. Even if one parent is at home, farm work and housework are bound to be busier than at home, and there is no time to take care of children. Many problems in their growth are rarely discovered, and even if they are discovered, it is difficult to have a lot of time to communicate, educate and urge them to correct. Secondly, children whose parents are working outside the home are mostly taken care of by grandparents or grandparents. There is a big age gap between grandparents, so it is difficult for children to communicate with grandparents. In addition, grandparents are old and weak, and most of them are illiterate. They can only take care of their daily lives and cannot fulfill their educational responsibilities. The third is to stay with relatives. Relatives generally don't take care of these left-behind children and teach them like their own children. They think that they are too strict, their children are not sensible, their attitude towards them is indulgent, and they are cold and rude. These children always feel dependent on others. 1.2 school reasons. Rural schools, as educational implementation units directly facing the left-behind children, find it difficult to provide personalized and targeted education for the left-behind children, and it is also difficult to give them more care and love in life and study. Even within the scope of teachers' authority and functions, due to subjective and objective reasons, there is often no more time to care for left-behind children. Today, with the vigorous promotion of quality education, the mechanism of exam-oriented education is still playing a certain role, and the criteria for evaluating schools and teachers still include the indicator of teaching performance. Therefore, the practice of exam-oriented education is still popular in practice, which is reflected in the teacher's attitude towards students, that is, "it is better to bring a poor student than to train a good student." 1.3 Social reasons. Left-behind students are in a weak position. When their awareness of self-protection is extremely strengthened, they form a sense of loneliness, anxiety and selfishness. They are unwilling to associate with others, distrust others and have no confidence in themselves. Because parents are far away, they can't get care and correct guidance. As a result, the internet cafes and game halls around the school have become the pastimes of left-behind students. In the long run, left-behind students are prone to psychological anomie and deviant behavior. 2. Reflections on the educational coping strategies of left-behind students. We always blame "left-behind students" for being difficult to discipline, but have we thought about their needs? Maslow, an American humanistic psychologist, pointed out that care and love are people's instinctive needs. Most of the "left-behind students" get only "shallow care" in terms of food and clothing. For their parents, there is a distance between care and love. Can we blame their parents? In rural areas, children invest heavily in education, and going out to work has become the main source of income for most rural families. In the periodical library, we feel that "left-behind students" are more eager for the care of teachers and the love of parents. If our teachers can put down their airs, treat students like their own children, chat with them more and give them a little warmth, this special group will grow up healthily like other students. These "left-behind students" are not so-called "bad children". They lack warmth and care. It can be said that the reason why they form bad habits is injustice, unfairness and helplessness. Why should we blame them? We should be more understanding and more helpful. At present, parents, schools and society are indispensable to solve the education problem of "left-behind students". But for the "left-behind students", the role of school education can not be delayed for a moment. I think the work should be carried out from the following aspects: 2. 1 The school is a special educational institution, and the education management of left-behind students from their families to the school, classes and class teachers plays a great role. First of all, let everyone in the class care about each other. The head teacher should pay attention to creating a good class collective atmosphere, educate students to care for and cherish the collective, unite every member of the collective, and link personal progress with collective honor. At the same time, the class teacher should also take corresponding measures to make all students closely unite in the collective, so that "left-behind children" can truly feel the warmth and strength of the collective, thus making up for the lack of emotional communication and communication in family education and achieving good ideological education results. Secondly, the class teacher gives individual help and guidance to the left-behind children. There are individual differences in personality types and characteristics of left-behind students. To cultivate their good character and healthy life values, we must attach importance to individual help and guidance. By gradually and truly understanding students, we can properly handle the communication obstacles caused by students' shyness, inferiority and defensive psychology. In individual help, we should distinguish their different psychological conditions brought by different family situations, analyze the positive and negative factors in their personality, develop positive personality characteristics and adjust negative personality characteristics. For example, they have any confusion in their studies; What are the obstacles to communication between classmates and between teachers and students? If they have any psychological problems, they can talk to their trusted teachers, which can involve all aspects of their study and life inside and outside the school. In the process of counseling and communication, students are encouraged to express their views, vent their feelings and explore ways to solve the problems they face. Teachers should communicate with students in a tone of encouragement and consultation. Third, pay attention to the psychological adjustment of left-behind students. Thought comes from the soul, so it is very important for the class teacher to cultivate the adaptability and adaptability of the "left-behind students", teach them how to adjust their present situation, how to treat their parents correctly, understand their parents' contribution to their study and life, and resolve their emotions. Set up your proper and correct ideals, keep a relaxed spirit, adapt to the healthy relationship between people and the surrounding environment in any environment, eliminate the obstacles of interpersonal communication, and make progress with classmates. Finally, establish the files of left-behind children. Establish the files of left-behind students, clarify the contact information of parents, and train parents through telephone and text messages at parent-teacher conferences and peacetime. On the one hand, let parents feel the consequences of their indifference to their children, urge their children to communicate with their children regularly by phone or letter, keep the closest distance between their hearts, go deep into their hearts, encourage their children, get to know their children through grandparents and teachers in time, and prescribe the right medicine. On the other hand, let the guardians around the children know how to educate these left-behind students. 2.2 Cultivate the psychological adaptability of left-behind children. 2.2. 1 Cultivation of self-confidence. Self-confidence is the psychological state of believing that you can achieve a certain goal or complete a certain task. Left-behind children can't be disciplined by their parents in time, and grandparents, as guardians of the next generation, often spoil or indulge their behavior, which leads to their poor self-awareness in learning, backward grades and loss of self-confidence over time. Therefore, teachers should guide left-behind children to do things within their power, such as helping grandparents do some housework, helping students with difficulties, and learning to overcome some bad habits in their studies. Even small things can gain successful experience and play a role in enhancing self-confidence. 2.2.2 Training of anti-frustration ability. Frustration is obvious in the psychology of left-behind children, who often experience setbacks due to exam failure, academic worries, social obstacles, lack of parental care and other reasons. First of all, let the left-behind students be good at setting goals according to their own advantages, and adjust them in time when they find that they are not practical in the process of progress, so as to turn pressure into motivation. In fact, moderate stimulation and pressure can effectively regulate the positive factors of the body, as the saying goes, "it has been difficult since ancient times." We should treat setbacks dialectically, maintain a confident and optimistic attitude, and learn to accept ourselves. 2.2.3 Cultivation of cooperation and communication skills. "Left-behind children" are often reluctant to associate with others because of the long-term lack of parental care, and their psychological pressure is even greater. In school education, teachers should encourage them to participate in various activities in classes and schools, and provide them with a certain platform to show and express themselves. They should be encouraged to overcome their autistic psychology, try to communicate with others actively, and gradually gain a successful experience. In a word, left-behind children have become a common and thorny problem in rural education, and it is also a social problem, which needs comprehensive management to solve. Schools should establish files of left-behind children, equip special psychological teachers, communicate with them in time, help them develop good living habits and learning quality, and cultivate their sound personality; It is necessary to speed up the construction of rural boarding schools, solve the worries of some parents, and ensure that these children can successfully complete the nine-year compulsory education from the system, so that they can grow up healthily and become useful talents for national construction. [2] Chen Xiangyang' Professional Growth of Class Teachers', 20 10/0,6.