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对农村高中班主任和留守学生的研究


随着社会经济的快速发展, 城市建设及新农村建设已经取得了较大的进步。 农民要想维 持生活,必须通过劳务输出获得经济收入,农村地区人员劳务输出的现象较为普遍。因为农 村劳动力的大量转移,导致大部分的农村家长与子女相隔两地,留守学生由此产生。留守学 生由于缺乏父母的关爱与教育,在心理方面存在较多的问题。班主任作为班级的领导,必须 加强对留守学生的心理辅导,对其教育方法进行探索。 一、高中班主任在班级中的作用与责任 班主任是促进班级团结的领导者, 随着新课程改革的持续深入, 班主任的工作应满足时 代发展的需求, 对学生的文化、 品德、 理想等综合素质发展进行全面的考虑。 在日常工作中, 班主任不仅要顾全大局,而且要针对个别学生给予关怀与教育。因此,班主任必须要对学生 的实际情况充分了解,通过对学生各方面因素的分析,对学生的性格进行改善。当学生间发 生冲突时, 班主任应以学生的视角对问题进行分析。 班主任如果未对学生之间的矛盾进行妥 善的解决,将给留守学生造成更大的心理压力,对学生身心健康发展产生不良影响。 班主任必须对各个学生给予充分的关怀与平等的对待。 不给成绩较好的学生特权, 同时 不放弃成绩较差学生的指导与鼓励。当学生犯错时,班主任应对其进行耐心的教育,动之以 情、晓之以理,以平易近人的态度和学生沟通。如果仅仅对学生进行严厉的批评,将严重伤 害学生的自尊心。 家庭管理的缺失是导致高中留守学生出现心理问题的重要原因。 班主任不仅要落实课堂 教学任务,而且应加强对学生的家访。通过家访,班主任可以有效了解学生在课外的学习状 况及生活状况, 并且要求监护人加强对学生的关怀与教育, 从而有利于班主任对其知识教育 及思想教育的展开。 二、农村高中留守学生的心理问题分析 (一)具有较强的自卑心理 高中阶段的学习对学生而言十分重要, 学生的各种价值观念也在这一阶段形成。 因为高 中留守学生长期和父母相隔两地, 没能得到父母充分的关怀与照顾, 相比其他和父母一同生 活的学生,高中留守学生极易羡慕其他学生的生活,认为自己的生活与他们相比差距很大。 久而久之,留守学生将会产生严重的自卑心理。高中留守学生由于缺乏父母的关心与教育, 对教师的教育管理容易产生抵触情绪, 认为教师的管教是对自己的束缚和歧视, 对其自尊心 造成伤害,在这样消极的心理下,可能加重留守学生的叛逆心理。 (二)行为孤僻且自私 自卑心理是导致留守学生行为自私孤僻的重要因素, 这种学生具有以下特征: 与其他学 生性格十分不合, 缺乏人际交往, 喜欢独来独往。 并且, 这种学生也不愿意与教师进行沟通, 不乐意接受教师的关心与指导。此外,这类学生也缺乏较为宽阔的胸怀,喜欢斤斤计较,容 易因小事而情绪激动,甚至容易与其他学生产生矛盾。因为缺乏良好的人际交往,这类学生 的想法只能埋藏在心里,无法进行情感的表述,在生活中也得不到充分的沟通与教育,导致 其心态向更消极的方向发展。

(三)学习成绩不理想 据研究表明, 高中留守学生的学习成绩普遍不够理想, 学习成绩处于中下水平的占据绝 大多数。调查发现,一半左右的高中留守学生存在放弃学业的念头,其认为学习对于他们而 言没有作用。 并且存在较多的高中留守学生在学习方面缺乏较高积极性与主动性, 缺乏学习 动力及较强的纪律意识, 存在不良的学习习惯。 这些因素直接导致高中留守学生学习成绩不 理想,使其缺乏教师与同学的关注,导致这类学生学习兴趣的低落,对学习产生厌倦心理, 旷课的现象更为常见。 三、农村高中留守学生的教育策略 (一)寻求社会及政府的帮助 就国家政府而言,应对各级政府部门进行有效的协调,加强对高中留守学生的重视,改 进并完善我国留守学生的教育与管理, 切实贯彻我国相关的法律制度, 建立并完善针对留守 学生教育的相关政策,加强对户籍管理及学校教育的重视,使社会平等对待高中留守学生, 使学生的综合教育及良好教育得到保障。 有关部门应加强管理学校周边的环境, 构建和谐的 教学环境,按照规定对学校周围的娱乐场所进行整治,促进校园建设的绿色与和谐,尽可能 避免社会问题对学生产生不利影响。 (二)学校与班主任应对留守学生的教育给予更高的关注 留守学生的教育如果仅仅依靠班主任的力量, 将难以取得较好的实际效果。 班主任应寻 求学校的帮助,呼吁学校给予高中留守学生充分的重视,使学校与班主任一起,加强对留守 学生的关心与指导。 就高中学校而言, 应大力开展校园文化活动, 通过大量文化活动的举办, 使学校校园活动更加丰富,使高中留守学生的性格发生转变,变得更加积极乐观。班主任作 为班级的领导者, 应体现其在学生文化活动中的领导作用, 对具有严重自卑心理的学生给予 特别的关注,通过积极地引导鼓励其在学习活动中的参与。并且,班主任可采取班级征文大 赛、演讲比赛、知识竞赛等活动形式,提高高中留守学生对各种课外活动的适应性,使学生 在活动中得到知识与快乐。经过一段时间的教育之后,高中留守学生的价值观、性格特征、 学习成绩等都将得到显著的改善。 (三)选择合适的监护人对留守学生进行管教 就学生家庭而言,在外地工作的家长应对子女进行及时、妥善的安置,选择合适的监护 人进行托管。由于监护人需要长时间与留守学生相处,不管是生活方面还是学习方面,监护 人的管教的效果会对留守学生的成长与学习产生直接的影响。 因此, 家长应对监护人的综合 素质进行全面而充分的考虑,不可以随意而为。并且,班主任应定期对学生进行家访,和监 护人一道, 为留守学生进行和谐生活与学习环境的构建, 使留守学生的生活态度更加积极乐 观,学习方面更加刻苦努力,促进留守学生思想与文化的良好发展。 总而言之, 高中留守学生的教育关系到我国优秀人才的培养, 必须引起政府与社会的广 泛关注。高中留守学生由于长期与父母分开生活,缺乏父母的关怀与照顾,在心理性格方面

存在较多障碍,对其生活及学习产生诸多的不利影响。班主任作为班级的领导者,需要充分 重视高中留守学生的教育。 班主任应该结合留守学生的心理特征进行全面的考虑, 采取合适 的教育方法对留守学生进行教育。同时,寻求学校的帮助,通过一系列校园活动的开展转变 留守学生消极的思想观念, 使其往积极乐观的方向发展。 对留守学生给予充分的关怀与教育, 改善其心理特征及学习效果,促使留守学生的健康成长,为社会人才的培养贡献一份力量。 With the rapid development of social economy, urban construction and new rural construction has made great progress. Farmers to maintain life, must be obtained from labor export income, rural workers labor export phenomenon is relatively common. Because a large number of transfer of rural labor force, cause most of the long-distance rural parents and children, the resulting left-behind students. Left-behind students due to lack of parental care and education, many problems in the psychological aspect. As a leader in the class teacher in charge, must strengthen the students' psychological counseling, to explore the education method. Role and responsibilities in the class a, high school teacher in charge The teacher in charge is to promote the class leader of unity, with the continuous development of new curriculum reform, the teacher in charge work should meet the needs of times development, to student's development comprehensive qualities, such as culture, moral character, ideal to conduct a comprehensive consideration. In daily work, the teacher in charge not only to the tail from wagging the dog, but also for individual students with care and education. Therefore, the teacher in charge must fully understand the actual situation of students, through the analysis of the factors for students, to improve the students' personality. When the conflict between students, the teacher in charge should take the student's point of view to analyze the problem. The teacher in charge if it is not to properly solve the contradiction between the students, will give students cause greater psychological pressure, bad influence on students' physical and mental health development. The teacher in charge to all students give full of caring and equal treatment. Don't give result good student privileges, at the same time, don't give up poor student's guidance and encouragement. When students make mistakes, the teacher in charge deal with patient education, respond, to communicate with approachable manner and students. If only for severe criticism to the student, will seriously hurt the students' self-esteem. The lack of family management is the important cause leading to the high school students in psychological problem. The teacher in charge not only to carry out the classroom teaching, but should strengthen to student's home visits. Through home visits, the teacher in charge can effectively to understand the status of the students in extracurricular learning and living conditions, and asked the guardian to strengthen the care and education of students, which is beneficial to the teacher in charge of the knowledge education and ideological education. Second, analysis of left-behind rural high school students' psychological problems (a) strong inferiority complex High school learning is very important for students, students of all sorts of values also formed at this stage. Stay because of the high school students and parents long-distance for a long time, didn't get the concern and care of the parents fully, compared with other students and parents live together, high school left-behind students easily envy other student's life, that's a big gap compared with their own life. Over time, students will produce a severe inferiority psychological. High school left-behind students due to lack of parental care and education, the

management of teachers' education prone to resistance, think the teacher's discipline is to own bondage and discrimination, hurt their self-esteem, under such a negative psychology, may increase left-behind students' reverse psychology. (2) behavior withdrawn and selfish Inferiority complex is one of the important factors act selfish left-behind students withdrawn, the student has the following characteristics: with other students is not personality, lack of interpersonal communication, are loners. And the students are not willing to communicate with the teachers, not only too delighted to accept the teacher's concern and guidance. In addition, this class students also lack a broad mind, like to haggle over every ounce, easy to emotional, due to small and easy to conflict with other students. Because of the lack of good interpersonal communication, the idea of such students can only be buried in the heart, can't be emotional expression, in the life also can not get sufficient communication and education, causes the mentality to a negative direction. (3) the study result is not ideal According to research shows that high school grades of left-behind students generally is not ideal, occupy the vast majority of grades in the middle and lower levels. Survey found that about half of the idea www.bshaikuo.com www.gpsdvd.cn of high school left-behind students abandon their studies, they think learning for them. And tend to be more high school left-behind students lack high enthusiasm and initiative in learning, lack of learning motivation and strong sense of discipline, bad learning habits. These factors led directly to the high school left-behind students study result not ideal, the lack of the attention of teachers and students, lead to this kind of students' learning interest is low, boredom in learning psychology, truancy phenomenon is more common. Three, rural left-behind students of high school education strategy (a) to seek the aid of society and government In terms of national government, dealing with all levels of government departments for effective coordination, strengthen to the attention of the high school left-behind students, improve and perfect our country left-behind students education and management, earnestly implement the relevant legal system in our country, establish and perfect the education for left-behind students of related policies, strengthen the attention to the household registration management and school education, make social equal treatment to the high school left-behind students, make the students' comprehensive education and good education. Relevant departments should strengthen the management of the school environment, building a harmonious teaching environment, according to the regulation of entertainment venues around the school regulation, promote the construction of the campus green and harmonious, an adverse effect on the students as much as possible to avoid social problems. (2) the school and the teacher in charge deal with left-behind students of education for the higher attention Education of left-behind students if just rely on the teacher in charge of power, will be difficult to obtain good actual effect. The teacher in charge should enlist the help of a school, called for the school to give high school left-behind students sufficient attention, make the school with the teacher in charge, to strengthen the concern and guidance of left-behind students. In terms of high school, should be vigorously developing campus culture activities, held by a large number of cultural activities, make the school campus activities more rich, make high school

left-behind students personality change, become more positive and optimistic. As a leader of class, the teacher in charge should reflect its leadership role in students' cultural activities, with serious inferiority psychology students pay special attention, by actively guide encourage their participation in the learning activities. And, the teacher in charge can take class essay contest, speech contest,www.fsjct.net www.sanheshun.net knowledge contests, and other forms of activities, improve high school left-behind students adaptability to all kinds of extracurricular activities, students get knowledge and pleasure in activities. Stay after a period of education, high school students' values, traits of character, learning, and so on will be significantly improved. (3) to choose the appropriate guardian to discipline the left-behind students In terms of students' families, working in the field of parents for children in a timely and properly placed, choosing the appropriate guardian for custody. Due to the guardian need long time to get along with left-behind students, whether life or in study, the effect of the discipline of the guardian to stay a direct impact on students' growth and learning. As a result, the comprehensive quality of parents cope with guardian to conduct a comprehensive, fully consider not to freely. And, the teacher in charge should be regular home visits to the student, and the guardian, for left-behind students for the construction of a harmonious life and learning environment, make the left-behind students more positive and optimistic attitude towards life, learning more hard work, and promote the sound development of left-behind students thought and culture. To sum up, the education of high school left-behind students in relation to the cultivation of talents in our country, must cause the extensive concern of the government and the society. Due to long-term high school left-behind students living together with parents, lack of parental care and care, there are more obstacles in psychological character, many of the adverse impact on the life and learning. As a class leader, the teacher in charge needs to pay attention to the education of high school left-behind students. The teacher in charge should be combined with the psychological characteristics of left-behind students to conduct a comprehensive consideration, take appropriate education methods to education left-behind students. At the same time, to seek the aid of the school, through a series of campus activities to carry out the transformation of left-behind students negative ideas, make it to the positive direction. For left-behind students give full of care and education, improve their psychological characteristics and learning effects, prompting left-behind students' healthy growth, contribute the talents for the society.


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