Dissertation > Culture, science,education, sports > Education > China's education > Educational reform and development

Study on the Rural Left-behind Children’s Studies Question and Its Factors Based on the Case of Min-le Middle School of Conghua, Guangzhou

Author LiuXin
Tutor ZhouYan
School Guangzhou University
Course Education
Keywords The left-behind children Studies Influence factor
CLC G521
Type Master's thesis
Year 2011
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In recent years, it is concerned over by the scholars and society for the education and growth of the rural left-behind children. Regarding the academic issue of the rural left-behind children have made some valuable results. But most of the researches are tend to quantification questionnaires. And meanwhile there are less cases those are profound and tracking. Based on the above and it’s difficult to discover the real reasons for the academics are not good for those rural left-behind children. Now based on the case of Minle Middle School of Conghua in Guangzhou for researching. By adopting literatures, interviews, questionnaires, observation and other methods, the present status and analysis of the rural left-behind children’s study and its influence factors were investigated in depth. Findings:First, the rural left-behind children’s level marks of the final examinations lower than the non-left-behind children’s. What the difference is maths and English, the two subjects between the left-behind children and non-left-behind children. Second, the study motivation of the children left behind is more diversified and interesting polarization in learning. It created the negative impact and positive impact for the left-behind children due to the two aspects; Third, left-behind children learning time reduction in the level of protection, guidance and supervision of home study weak, the left-behind children negative impact on their studies, leading to rear left-behind childrens mathematics, English and other subjects academic levels. In this study, the conclusion from the rural schools, families, communities, and the government put forward four academic problems for the rural children left behind. Suggestions:To give full play to the rural schools as the main channel for the left-behind children’s education:To strengthen the custody awareness of the rural left-behind children and education responsibility:To establish the system of the rural left-behind children’s education and community custody; To strengthen the responsibility for public education, the government should take more actions.

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