语文教学与农村初中留守学生健康人格培养
发布时间：2018-07-22 20:47
【摘要】：根据权威调查,中国农村的留守儿童数量超过了6100万,这一数字每年还在呈递增之势。其中,57.2%的留守儿童是父母一方外出打工,42.8%的留守儿童是父母同时外出的,留守儿童中79.7%是由隔辈亲人抚养,13%的孩子被托付给亲戚或者朋友,更有7.3%为不确定或者无人监护,这些农村留守学生正独自面对着生活和成长中的困难和烦恼。许多的农村留守学生因为家庭教育的缺失、学校教育的不完善以及社会不良因素的影响,人格发展现状令人担忧。关注这一群体的健康成长事关我国未来社会发展,我们作为语文教师要利用语文教学,采取积极措施来改变他们的现状,培养他们健康的人格。本论文共分为四章。第一章是引言部分。首先介绍了本论文的研究背景、目的及意义。然后阐述了论文的研究方法和创新之处。最后阐述了国内对留守学生现状的研究。第二章是农村初中留守学生及其人格教育现状的透视。首先介绍了什么是健康人格以及健康人格的标准。其次家庭教育在培养留守学生健康人格方面存在的问题、农村初中留守学生自身人格存在的问题和农村初中学校在留守学生人格教育方面存在的问题等三部分详细分析了农村初中留守学生人格成长的现状。第三章分析了初中语文蕴含的培养农村初中留守学生健康人格的丰富素材。这一章主要阐述了初中语文教材中蕴含的有利于培养留守学生健康人格的丰富素材,在培养留守学生感恩生命、感恩父母人格、培养留守学生爱国主义人格、培养留守学生坚强人格、帮助留守学生树立正确人生观等五个方面进行详细的阐述。第四章论述了语文教学中培养农村初中留守学生健康人格的策略和方法。主要从三大部分进行了具体的阐述,第一部分主要论述了语文教师的榜样力量是培养留守学生健康人格的关键。第二部分主要论述了语文课堂教学是培养留守学生健康人格的主阵地。第三部分主要论述了语文课外活动是培养留守学生健康人格的延伸。最后是论文的结语部分,分为研究结论和研究展望两部分,对本论文的研究进行了总结和展望。
[Abstract]:According to authoritative surveys, the number of children left behind in rural China exceeds 61 million, increasing every year. Among them, 57.2% of the left-behind children were left by one of their parents and 42.8% of the left-behind children went out at the same time. 79.7% of the left-behind children were raised by intergenerational relatives and 13% of the children were entrusted to relatives or friends, and 7.3% were uncertain or unsupervised. These rural left-behind students are facing difficulties and troubles in life and growth alone. Because of the lack of family education, the imperfect school education and the influence of bad social factors, many rural left-behind students are worrying about the present situation of personality development. Paying attention to the healthy growth of this group is related to the future social development of our country. As Chinese teachers, we should make use of Chinese teaching, take active measures to change their current situation and cultivate their healthy personality. This thesis is divided into four chapters. The first chapter is the introduction. Firstly, the research background, purpose and significance of this paper are introduced. Then elaborated the thesis research method and the innovation place. At last, this paper expounds the current situation of left-behind students in China. The second chapter is the perspective of the current situation of rural junior middle school students and their personality education. First of all, it introduces what is healthy personality and the standard of healthy personality. Secondly, the problems of family education in cultivating healthy personality of left-behind students, There are three parts: the problems of left behind students' personality in rural junior high school and the problems in personality education of rural junior middle school students. The present situation of personality growth of rural junior middle school students is analyzed in detail. The third chapter analyzes the rich material of cultivating the healthy personality of rural junior middle school students. This chapter mainly expounds the rich material contained in the junior middle school Chinese teaching material which is conducive to cultivating the healthy personality of the left-behind students, which is helpful to cultivate the left-behind students' grateful life, grateful parents' personality, and the patriotic personality of the left-behind students. To cultivate the strong personality of the left-behind students and help them to set up a correct outlook on life are elaborated in detail. The fourth chapter discusses the strategies and methods of cultivating healthy personality of rural junior middle school students in Chinese teaching. Mainly from three major parts of the specific elaboration, the first part mainly discusses the Chinese teacher's role model is the key to cultivate the left behind students' healthy personality. The second part mainly discusses that Chinese classroom teaching is the main position of cultivating healthy personality of left-behind students. The third part mainly discusses that extracurricular activities are the extension of healthy personality of left-behind students. The last part is the conclusion of the paper, which is divided into two parts: conclusion and prospect.
【学位授予单位】：信阳师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
本文编号：2138526
[Abstract]:According to authoritative surveys, the number of children left behind in rural China exceeds 61 million, increasing every year. Among them, 57.2% of the left-behind children were left by one of their parents and 42.8% of the left-behind children went out at the same time. 79.7% of the left-behind children were raised by intergenerational relatives and 13% of the children were entrusted to relatives or friends, and 7.3% were uncertain or unsupervised. These rural left-behind students are facing difficulties and troubles in life and growth alone. Because of the lack of family education, the imperfect school education and the influence of bad social factors, many rural left-behind students are worrying about the present situation of personality development. Paying attention to the healthy growth of this group is related to the future social development of our country. As Chinese teachers, we should make use of Chinese teaching, take active measures to change their current situation and cultivate their healthy personality. This thesis is divided into four chapters. The first chapter is the introduction. Firstly, the research background, purpose and significance of this paper are introduced. Then elaborated the thesis research method and the innovation place. At last, this paper expounds the current situation of left-behind students in China. The second chapter is the perspective of the current situation of rural junior middle school students and their personality education. First of all, it introduces what is healthy personality and the standard of healthy personality. Secondly, the problems of family education in cultivating healthy personality of left-behind students, There are three parts: the problems of left behind students' personality in rural junior high school and the problems in personality education of rural junior middle school students. The present situation of personality growth of rural junior middle school students is analyzed in detail. The third chapter analyzes the rich material of cultivating the healthy personality of rural junior middle school students. This chapter mainly expounds the rich material contained in the junior middle school Chinese teaching material which is conducive to cultivating the healthy personality of the left-behind students, which is helpful to cultivate the left-behind students' grateful life, grateful parents' personality, and the patriotic personality of the left-behind students. To cultivate the strong personality of the left-behind students and help them to set up a correct outlook on life are elaborated in detail. The fourth chapter discusses the strategies and methods of cultivating healthy personality of rural junior middle school students in Chinese teaching. Mainly from three major parts of the specific elaboration, the first part mainly discusses the Chinese teacher's role model is the key to cultivate the left behind students' healthy personality. The second part mainly discusses that Chinese classroom teaching is the main position of cultivating healthy personality of left-behind students. The third part mainly discusses that extracurricular activities are the extension of healthy personality of left-behind students. The last part is the conclusion of the paper, which is divided into two parts: conclusion and prospect.
【学位授予单位】：信阳师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
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