语文情感教育弥补留守儿童情感缺失的实践研究

发布时间：2018-04-12 21:36

本文选题：语文情感教育 + 留守儿童　；参考：《山西师范大学》2017年硕士论文

【摘要】：随着社会发展进程的不断加快,越来越多的人选择从农村走入城市,随之产生了一个特殊的未成年人群体——留守儿童。截止2016年11月,全国不满十六周岁的农村留守儿童数量已有902万人,性格内向、孤僻乖张可以说是大部分人对留守儿童的刻板印象,究其原因,主要是源于父母关爱缺失,隔代教育等问题导致,留守儿童如何健康成长?怎样教育?留守儿童的情感教育问题受到广泛关注。学校教育是促进个体成长的重要力量,语文学科又兼具工具性和人文性,可以让学生在听、说、读、写的同时,提升思想内涵和道德认知,在新课改中,把语文情感教育作为素质教育的核心目标,人文性便成为平时教育中一个非常重要的方面。因此,笔者从语文教育的情感教育角度出发,从教育实习学校——山西省临汾市安泽县唐城中学选取留守儿童作为研究对象,运用个案研究法、文献研究法、访谈法三者相结合的课题研究方法,对留守儿童的现状、问题以及原因进行分析。根据语文学科的性质,笔者采取朗读教学和写作教学的方式进行实践,探索其对留守儿童情感缺失的弥补作用。研究发现:留守儿童容易出现亲情观冲突与偏差、留守儿童归属与爱的需要难以得到满足、留守儿童自尊感与自卑感失衡。在语文教学中渗透情感教育理念,通过朗读和写作的方式可以在一定程度上弥补留守儿童情感缺失,具体成效有以下几个方面:留守儿童学习态度向积极方向转变;留守儿童归属与爱的需要得到满足;留守儿童自卑心理得到极大改善。
[Abstract]:With the rapid development of society, more and more people choose to enter the city from the countryside, and then a special group of minors-left-behind children.As of November 2016, the number of rural left-behind children under the age of 16 across the country has reached 9.02 million, with an introverted personality, and it can be said that the majority of people are stereotypical of left-behind children. The reason for this is mainly due to the lack of parental care.How can left-behind children grow up healthily as a result of problems such as intergenerational education?How to educate?The emotional education of left-behind children has received extensive attention.School education is an important force to promote individual growth, and the subject of Chinese has both instrumentality and humanitarianism. Students can listen, speak, read and write at the same time as they can enhance their ideological and moral cognition, and in the new curriculum reform,Taking Chinese affective education as the core goal of quality education, humanism becomes a very important aspect in ordinary education.Therefore, from the angle of emotional education of Chinese education, the author chooses the left-behind children as the research object from the education practice school of Tangcheng Middle School in Anze County, Linfen City, Shanxi Province, and applies the method of case study and literature research.This paper analyzes the present situation, problems and causes of left-behind children.According to the nature of Chinese subject, the author adopts the methods of reading aloud teaching and writing teaching to make up for the emotional deficiency of left-behind children.It is found that the left-behind children are prone to conflict and deviation of family feelings, the need of belonging and love of left-behind children is difficult to be satisfied, and the sense of self-esteem and inferiority of left-behind children is out of balance.Through reading aloud and writing, we can make up for the emotional deficiency of left-behind children to a certain extent in Chinese teaching. The concrete effects are as follows: the learning attitude of left-behind children changes to a positive direction;The need of belonging and love of left-behind children is satisfied, and the inferiority complex of left-behind children is greatly improved.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

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