我国农村留守儿童人格教育问题研究

发布时间：2018-10-15 17:09

【摘要】：农村留守儿童是在我国工业化与城市化快速发展过程中,随着大量农民工进城务工而出现的新群体。目前,留守儿童受到社会各界的广泛关注,但是针对留守儿童人格教育的研究还非常有限。如何有效发挥家庭教育、学校教育、社会教育等各方面的积极作用并形成合力,使他们能够健康成长,是当前需要思考和解决的问题。论文主要分为四个部分。第一部分是理论概述,主要研究和考察了留守儿童的产生原因,对进行留守儿童的界定,以及对人格的含义和特征分析,并研究了农村留守儿童人格教育的重大意义等问题。第二部分是农村留守儿童人格教育的特征分析,主要研究了影响人格形成和发展的遗传因素、环境因素和教育因素,同时对开展农村留守儿童人格教育所具有的优势进行了分析和研究,农村留守儿童在生活中具有丰富的留守经历；教育中具有浓厚的实践色彩；精神上具有真实的独立特色三方面的优势,也是开展留守儿童人格教育的特色,揭示了留守儿童并非“问题”儿童的代名词。第三部分是农村留守儿童人格教育的弱化及原因的分析,研究和考察了农村留守儿童人格教育的现状及原因所在,着重分析了学校教育、家庭教育、社会环境给留守儿童人格教育产生的影响,为培养具有健全人格的留守儿童提供依据。第四部分是农村留守儿童人格教育的途径探索,首先明确了人格教育的目标是培养具有健全人格的人才,其次,从学校教育、家庭教育和社会以及政府方面探讨解决问题的思路和途径。然而,农村留守儿童人格教育问题研究和实践任重道远,且关系到留守儿童的健康成长和社会的发展进步,仍需要做更多的探索和研究。
[Abstract]:Children left behind in rural areas are a new group in the rapid development of industrialization and urbanization in China, with a large number of migrant workers coming into the city to work. At present, left-behind children are widely concerned by all walks of life, but the research on personality education of left-behind children is very limited. How to effectively play the positive role of family education, school education, social education and so on and form a joint force to enable them to grow up healthily is a problem that needs to be considered and solved at present. The paper is divided into four parts. The first part is an overview of the theory, mainly studies and investigates the causes of left-behind children, the definition of left-behind children, as well as the analysis of the meaning and characteristics of personality, and studies the significance of personality education in rural left-behind children. The second part is the characteristic analysis of personality education of rural left-behind children. It mainly studies the genetic factors, environmental factors and educational factors that affect the formation and development of personality. At the same time, the author analyzes and studies the advantages of carrying out the personality education of left-behind children in rural areas. The spirit has the real independent characteristic three aspects superiority, is also carries on the left behind the child personality education characteristic, has revealed that the left behind child is not the "problem" child synonym. The third part is the analysis of the weakening of the personality education of rural left-behind children and the analysis of the reasons, the research and investigation of the status quo and reasons of the personality education of rural left-behind children, focusing on the analysis of school education and family education. The influence of social environment on personality education of left-behind children provides basis for cultivating left-behind children with sound personality. The fourth part is the way to explore the personality education of left-behind children in rural areas. Firstly, it is clear that the goal of personality education is to train talents with sound personality, and secondly, from the school education, Family education and society as well as the government to explore ways to solve the problem. However, there is a long way to go in the study and practice of personality education of left-behind children in rural areas, which is related to the healthy growth of left-behind children and the development and progress of society, so it is still necessary to do more exploration and research.
【学位授予单位】：兰州大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：C913.5

【参考文献】