final report
First, the background and significance of the topic.
(1) the background of the topic.
Since the reform and opening-up 20 years ago, all the surplus rural laborers in China have gone out to work. Only in recent years, a large number of young people in Yao District have gone out to work. Because parents in Yao District have been working outside for many years, children have developed a good habit of living independently, but they also lack the care and supervision of their parents. At the same time, influenced by the social atmosphere, children in Yao area are psychologically distorted and their bad living habits are gradually developed, resulting in a large number of left-behind children with certain problems in Yao area.
Daping Central Primary School is one of Yaoqu Central Primary Schools in Liannan County. The students here are all from rural families in Yao District. In school, left-behind children occupy a considerable weight. In the class, they are either withdrawn or domineering, and go their own way, which has brought certain negative effects to the moral education in the class and school. The learning situation of left-behind children is even more worrying. Influenced by the language, cultural background and family concept of Yao nationality, primary school students in Yao area are not interested in Chinese, have bad study habits, are not active in learning, passively accept knowledge, do not preview texts or even do homework. Most of the pocket money given by parents is used for eating and playing, and few resources are used for study. In the classroom, left-behind children's language expression ability is relatively poor, and some students lack self-confidence and like to make trouble. You can't ask yourself questions when reading the text. After class, left-behind children are playful. They don't like to ask students questions about study. I like to skip over questions that I can't do, and I don't like to ask teachers and classmates. In view of this, we chose "Research on Mobilizing the Chinese Learning Enthusiasm of the Left-behind Children in Yao District" to cultivate good living and learning habits of the left-behind students in Yao District, so as to mobilize their learning enthusiasm, improve learning efficiency, improve classroom teaching efficiency and comprehensively improve the teaching quality of the students in Yao District. The research of this topic is the need of school teaching research and the urgent need of school to carry out comprehensive work.
(B) the significance of the study
For teachers, the study of left-behind children is an eternal topic, and it is also a problem that puzzles thousands of teachers in Qian Qian. This study is of great significance to the smooth development of left-behind children's education and teaching in schools. From the school level, we can find concrete and feasible countermeasures to effectively solve the learning problems of left-behind children, improve the passive learning situation of left-behind children and improve the quality of school education and teaching. The research of this topic can further improve teachers' awareness of participating in teaching and scientific research, form the habit of using various research methods to analyze problems in time, find out the personality and * * * of left-behind children's reasons for learning backwardness, better teach students in accordance with their aptitude, change teaching concepts and change teachers' teaching methods. Secondly, since the implementation of the "new curriculum", although teachers pay more attention to students, "people-oriented" has always been placed in the primary position of curriculum reform. But how can Chinese education in primary schools get out of the shadow of time-consuming and inefficient, and let students return to happiness in their studies? Many people are thinking about this problem. The purpose of this topic is to explore how to find strategies to cultivate interest, and to provide a fast track for students to learn happily from interest. At the same time, in our Yao area, there are not a few schools like ours. The successful research of our school will provide experience for the brother schools and build confidence for the left-behind students' learning transformation. The summary and popularization of our experience is not only a contribution to the implementation of quality education, but also the most basic work for the country to cultivate high-quality talents and realize educational equity.
(3) Definition of concept
Left-behind children in Yao District of primary school: Left-behind children refer to children whose parents go out to work, but are left at the place where they are registered, and are under the care of one parent or others. The subjects of this research experiment are rural children whose parents go out to work, but are left at home or rented around the school, taken care of by others or by themselves. Improve the enthusiasm of learning Chinese: through certain ways and means, make left-behind children interested in Chinese, actively learn Chinese, make Chinese learning develop in a better direction, further improve Chinese knowledge and skills, and cultivate emotional will. Through in-depth and detailed investigation, data analysis and scientific research on the attitude and study habits of the left-behind students in Yao primary schools, this paper discusses the strategies to improve the enthusiasm of the left-behind children in learning Chinese, effectively improve the enthusiasm of the left-behind children in learning Chinese, and thus promote the improvement of the quality of all students.
Second, the theoretical basis of the research.
1. Philosophy: "External cause is the condition of change, internal cause is the basis of change, and external cause works through internal cause." Teachers give students with learning difficulties more opportunities to participate in teaching activities, actively mobilize their learning enthusiasm and stimulate their learning enthusiasm, thus improving their learning income. This is in harmony with the new teaching concept of giving full play to students' subjectivity.
2. Psychological point of view: Cognitive process refers to the process of acquiring knowledge and is the most basic psychological process. In the relationship of "need, inducement and motivation", need is the reflection of people's objective requirements, which can come from the internal environment of the organism or the surrounding environment of the individual; Motivation is generated on the basis of needs, and the inducement is external stimulation related to needs, which attracts the activities of organisms and makes it possible for needs to be met. This shows that it is feasible for teachers to mobilize students with Chinese learning difficulties to actively participate in teaching activities in class, so that students can improve their knowledge and ability.
3. Confucius' theory of "teaching students in accordance with their aptitude". Teaching students in accordance with their aptitude means that teachers should proceed from students' intelligence level, personality characteristics, age characteristics, etc., and carry out differentiated teaching in a targeted manner, so that each student can develop their strengths and avoid their weaknesses and get the best development.
Third, the research objectives, contents and methods.
(A) Research objectives
The purpose of this study is to find out the subjective and objective factors that affect the left-behind children's enthusiasm for learning Chinese, and to explore effective countermeasures to improve their enthusiasm for learning Chinese through specific practical attempts, so as to stimulate their interest and motivation in learning, correct their learning attitude, form good study habits, and finally improve their academic performance, so that left-behind children can grow up healthily in school like other non-left-behind children. At the same time, by participating in action research, teachers' ability to solve practical problems in education and teaching can be improved, so that teachers can learn to do research in practice and promote their professional development.
The content of the study.
1. Cultivate left-behind children in our school to study actively, answer questions boldly, preview consciously before class, pay attention to lectures, review promptly and effectively, write carefully, have strong reading ability, arrange their own time in a planned way, and improve learning efficiency.
2. Through teachers' encouragement and trust to the left-behind children in the classroom, arouse the enthusiasm of the left-behind children to learn Chinese and enhance their self-confidence.
3. Teachers deliberately arrange various teaching activities in the classroom to stimulate left-behind children's interest in learning Chinese and improve their enthusiasm for learning Chinese.
4. Summarize the methods of cultivating the stable and lasting good study habits of the left-behind children in Yao area in our school, explore the strategies to improve the enthusiasm of the left-behind children in Yao area in primary schools to learn Chinese, and promote the change of teachers' education and teaching concepts, thus greatly improving the quality of education and teaching in our school.
research method
1, literature research method. The members of the research group carefully study the relevant theories of pedagogy and psychology to provide correct and reliable theoretical basis for research; Collect relevant data, compare and analyze the research data of left-behind students' learning transformation from multiple angles, learn from the existing research results and lessons, and grasp the research development trend.
2. Investigation and research method. By using the methods of observation, questionnaire, interview and home visit, the members of the research group made a scientific attribution analysis of the specific reasons for the problems in the learning attitude and learning habits of the left-behind children in primary schools in Yao District, thus more effectively discussing how to improve the enthusiasm of the left-behind students in learning Chinese in the later period.
3. Action research method. In the practice of education and teaching, the members of the research group constantly study, modify and improve the methods to improve the enthusiasm of left-behind students to learn Chinese, thus forming a set of effective strategies to improve the enthusiasm of left-behind students to learn Chinese.
4. Case study method. In the course of this study, we select some typical and representative left-behind students who are tired of studying, and make regular summary and analysis through follow-up, education, talks and home visits, and form personal case study reports.
5. Experience summary method. During the research, the members of the research group constantly reflect, improve and sum up their experiences.
Iv. implementation process of the project:
(1) Setting up a research group: Tang Lianzhou, the project leader, is responsible for consulting materials, demonstrating the establishment of the project, organizing, coordinating and implementing activities, collecting, accumulating, saving and sorting out materials, holding seminars regularly, summing up experience and doing a good job in project conclusion. Members of the research group: Li Maiwan Jin, Huang, Wei Xiaoyan. According to their own teaching practice, each member made a personal research plan, actively participated in project activities, completed research tasks on time, accumulated information in time, summed up experience and reported regularly.
(II) Research Time and Object: Time: 20 1 1 September-201April Object: Left-behind children in the class taught by the teachers who participated in the experiment.
(3) The implementation process of the study:
The first stage: brewing preparation stage (2011July-11October), to learn the theoretical knowledge about left-behind children, collect and sort out relevant documents and materials, and set up a project leading group; Collect research data, discuss and formulate project implementation plan, and declare and demonstrate the project.
The second stage: the specific implementation stage (20 1 1 year 1 1 month-201May of March).
1, theoretical learning
By carefully consulting the materials, the members of the research group learned about the work and accumulated experience of other domestic schools in the education of left-behind children, and learned about the theoretical research results related to the psychological status, learning habits and learning interests of left-behind children, which improved the theoretical level of the members of the research group. Through learning, I learned about the relevant theoretical knowledge of left-behind children and made clear the definition of left-behind children.
2, the implementation of the investigation
On September 20 1 1, the action research group started a comprehensive class survey according to the plan and requirements. The survey used statistics, questionnaires, interviews, discussions and observations. First of all, through school-wide statistics, determine the number and types of left-behind children in schools. Then this part of the left-behind children whose parents go out to work and their temporary guardians are investigated by questionnaire, and some students, temporary guardians, class teachers and subject teachers are randomly selected for interviews and discussions, so as to understand and supplement individual problems in a targeted manner. So as to fully and truly understand the left-behind children's learning situation, living conditions, psychological status, attitude towards Chinese learning, study habits, interest in learning, attitude towards parents going out to work and views on temporary guardians. From 20 1 1 to 10, the members of the research group sorted out, counted and analyzed the data collected in the one-month survey, learned about the study, living conditions and psychological conditions of left-behind children, and analyzed the reasons that affected their academic performance.
3. Practice and try strategies
From 20 1 1, 1 1 to the implementation stage of countermeasures, this is the most critical and core link of action research. At this stage, members try to implement this strategy in practice. In the course of the operation, we held several special meetings of researchers to study the specific work in each stage of deployment. It is clear that the responsibility is specific to people, and each has its own division of labor and is fully launched. Encourage teachers to strengthen care for left-behind children.
(1) Left-behind children often encounter many difficulties and problems in their daily study and life, which need teachers' special attention. Therefore, teachers are required to close the psychological distance with left-behind children in daily life, actively understand the confusion of left-behind children in all aspects, and give them a mother's love. Pay more attention to life, give more guidance in study, communicate more after school, observe more at ordinary times, help more when encountering difficulties, solve problems as soon as possible, and be a caring person for left-behind children.
(2) Provide opportunities for left-behind children, create opportunities for left-behind children to express themselves and enhance their self-confidence. Teachers are required to make use of class activities to hold more activities such as "story lectures", "poetry readings" and "literary evenings". We should not only encourage left-behind children to participate actively, but also let them be program hosts purposefully. Through the display of these platforms, left-behind children can have more fun.
(3) Teachers should strengthen extra-curricular counseling for left-behind children.
The survey results show that 80% of left-behind children are in a low position in learning and have many difficulties. In the classroom, I don't pay attention, I don't understand the teacher's teaching thoroughly, I don't understand the homework analysis in place, and it is difficult to finish it. Therefore, teachers will give them more "partial eclipse" and make use of extra-curricular time such as recess, noon and school to give more counseling to enhance their self-confidence.
(4) Carry out colorful campus activities.
School is a paradise for children to grow up. As long as teachers try their best to provide them with good opportunities, especially left-behind children can grow up healthily and study happily. With the strong support of the school and the active cooperation of teachers, the research group has created many conditions for the happy life of left-behind children. A considerable number of left-behind children are withdrawn and introverted, so it is difficult to integrate into the class group and communicate harmoniously with other students. When they encounter difficulties in their studies, they can't take the initiative to seek help from their teachers or peers, which will affect their learning style and learning effect to a certain extent, leading to poor academic performance. Therefore, in order to improve the self-confidence of left-behind children in Yao area in learning Chinese, we should provide them with a platform to show them the role of Chinese, so as to stimulate their interest in learning Chinese. The school also organized left-behind children to carry out some related practical activities, such as class and school collective reading competition, story-telling competition, group handwritten newspaper competition, dictation competition and so on. Many left-behind children have tasted the joy of success in the competition, enhanced their self-confidence and learned to communicate and cooperate with their classmates in their studies. Through the reading activities of "I study, I am happy, I study, I progress" held by classes and schools, the left-behind children can realize the benefits and happiness of reading, and further improve their enthusiasm for learning Chinese.
(5) Take the classroom as the main position of research to improve the enthusiasm of left-behind children to learn Chinese.
We carried out the classroom teaching experiment of "improving the enthusiasm of left-behind children to learn"; At the same time, the research group strengthens theoretical study and practical research, prepares lessons in groups, and formulates counseling plans; The experimental teacher attends class, other team members watch class, and discuss and correct after class; Practice, reflect, learn, explore, improve and practice again. And set out to collect and analyze relevant data, draw up the prototype of the paper, shoot teaching documentaries, and form phased results. 4. Reflect and summarize, and form results. In practice, I constantly reflect and summarize, accumulate experience, summarize the universal, contemporary and operational practices and theories that have risen from experience, and write a number of instructive and radioactive experience papers.
The third stage: grade improvement stage (2065438+February-May 2004). On the basis of research, the materials and data of experimental research are sorted out and summarized, and the "project research report" is completed. On the basis of the phased research results, the relatively successful cases, research notes and monographs are compiled to form the attachment materials and process materials of the project conclusion. Hold the on-the-spot meeting of the topic conclusion and invite experts to identify and accept the results.
V. Main results of the study: Over the past two years, through this study, our teachers have a clearer understanding of the enthusiasm of left-behind children to learn Chinese, and the study habits of left-behind students in each class have gradually improved, and their enthusiasm for learning Chinese has been improved.
(1) Theoretical achievement 1: Analysis of the current situation and causes of students with Chinese learning difficulties. Through the investigation and scientific analysis of the students' learning situation in the whole school by the members of the research group, the report on the investigation and analysis of the causes of students with learning difficulties, the research paper on the investigation and analysis of writing problems of students with learning difficulties and the research on the problems of students with learning difficulties in literacy teaching were formed. There are about 3-5 students with learning difficulties in each class, and with the improvement of grade and the deepening of knowledge, there are more and more students with learning difficulties, and their problems are outstanding. Through analysis and research, the main factors that cause students' learning difficulties are: 1. Personal factors (1) lack self-motivation, and the learning purpose is not clear. Most students with learning difficulties lack learning goals and cannot study persistently. Poor self-control, inability to concentrate in class, and even violation of discipline. Homework is procrastinating, usually playful, and does not form good study habits. (2) Serious inferiority complex and lack of self-confidence. Students with learning difficulties have repeatedly failed in exams and have been at the bottom of the class for a long time. Deep down, they are generally very inferior, lack of self-confidence, and psychologically sensitive and fragile. (3) Improper use of learning methods and strategies. Students with learning difficulties often don't preview before class, don't know how to take notes or mark in class, can't review and consolidate in time after class, and don't like reading outside class, which leads to difficulties in Chinese learning. 2. Environmental factors (1) social factors. The influence of society on students is both positive and negative. The prevalence of games and networks has brought happiness and convenience to people, but it also strongly attracts students with poor self-control ability, which makes them addicted to it and produces feelings of weariness and abandonment. (2) Family factors. Parents divorced or went out to work, most of them were educated by grandparents of different generations, and grew up in an environment lacking fatherly love and maternal love for a long time. In addition, grandparents only know how to spoil and don't know how to discipline. Although some parents are at home, their educational level is low, their educational concepts are outdated, and their educational methods are rude and simple, which leads to learning difficulties for these children.
(2) The second theoretical achievement: the transformation strategy of students with Chinese learning difficulties. On the basis of previous investigation and analysis, the members of the research group actively carried out special research and constantly reflected and summarized, and wrote a series of valuable experience papers, such as Promoting the Development of Students with Learning Disabilities by Hierarchical Teaching, Talking about the Strategies of Making Students with Learning Disabilities Learn Actively in Primary Schools, Thinking and Practice of Optimizing Students with Learning Disabilities, Talking about the Cultivation of Chinese Learning Habits of Students with Learning Disabilities in Senior Grades, Effective Preview Guide for Students with Learning Disabilities in Middle and Senior Grades, and Elementary Chinese.
1. Take the classroom as the center, teach students in accordance with their aptitude, and improve teaching efficiency.
(1) Prepare lessons at different levels before class, and students with learning difficulties can be transformed in a targeted way. Teachers prepare lessons at different levels according to the characteristics of students with learning difficulties in this class to ensure that the improvement of teaching quality and the transformation of students with learning difficulties are carried out at the same time. We collectively prepare lessons, study the method of hierarchical teaching through typical classes, and compile the typical hierarchical teaching design of teachers into a book. (2) Teachers adopt scientific and effective teaching strategies and improve teaching methods. According to the difference of students' literacy status, literacy teaching adopts the following strategies to improve the literacy ability of students with learning difficulties: a. Teachers create a relaxed and happy classroom atmosphere and adopt novel and interesting teaching methods to make the boring literacy process lively and interesting, stimulate students' interest in literacy, improve the teaching efficiency of literacy classes and create favorable conditions for improving the literacy ability of students with learning difficulties. B. Methods of teaching students to read: Starting with the word-formation characteristics of Chinese characters, not only can students with learning difficulties better grasp the internal relationship between sound, form and meaning of Chinese characters, but also can students with learning difficulties master scientific literacy methods, improve literacy efficiency and cultivate their autonomous literacy ability. ② Writing teaching should start with a good writing class. Teachers should pay special attention to the writing of students with learning difficulties on the basis of clarifying the teaching objectives of writing, and all assignments require standardized and neat writing. Secondly, through the effective use of modern educational technology, vivid teaching language and encouraging evaluation, students with learning difficulties can be stimulated to write and gradually develop good writing habits. Thirdly, in the process of learning Chinese characters, cultivate students with learning difficulties with strong will and good behavior habits, and promote the successful transformation of students with learning difficulties. (3) Reading Teaching In reading teaching, it is necessary to appropriately reduce the difficulty of students with learning difficulties, give them as many opportunities for display and expression as possible, increase their opportunities for classroom interaction and exchange activities, and improve their confidence in participating in classroom activities. Encourage students with learning difficulties to read more extracurricular books, teachers regularly introduce some vivid and interesting extracurricular books suitable for them to read, organize students to borrow from each other, stimulate reading interest, and make students with learning difficulties change from fear of reading to love reading, so as to achieve the purpose of rich accumulation. ④ Oral communication teaching In oral communication class, students with learning difficulties lack confidence and courage. Teachers constantly expand the scope of oral communication, enrich the content of oral communication, stimulate the interest of students with learning difficulties, cultivate self-confidence in expression in a relaxed and pleasant atmosphere, and make students with learning difficulties dare to speak and be willing to speak. (5) Composition teaching In composition teaching, one is to capture a little truth and enhance writing interest. Only with real things can students write vividly, concretely and emotionally. The key is that teachers should catch this truth in time, give effective guidance and seize the opportunity to improve the writing ability of students with learning difficulties. The second is to find bright spots and encourage creative desire. Teachers should be good at treating the "poor students" of students with learning difficulties with the eyes of discovery. Let students see the gains from their own labor and efforts from our comments, so as to obtain spiritual satisfaction and stimulate stronger interest in composition and writing desire. The third is to provide a platform for self-expression. For students with learning difficulties who have made progress in writing, teachers can display their compositions through class display boards, small school broadcasts, school websites and blogs to enhance their confidence in writing. (3) After class, teachers carefully design homework, strengthen counseling, and improve the academic performance of students with learning difficulties. The homework design adopts diversified forms and personalized content to carry out hierarchical homework design. Provide diversified, multi-level and all-round learning and practice opportunities for students with learning difficulties, so that students with learning difficulties can master basic knowledge in different forms and levels of free choice homework and continuously improve their comprehensive Chinese application ability. Homework evaluation should be humanized. For students with learning difficulties, even if they make little progress, teachers should give them various forms of praise and encouragement in time, so that they can feel that they will become "little masters" of learning as long as they actively invest. The teacher set up a column in the class to show the excellent homework of students with learning difficulties. Every semester, the school will award the "Learning Progress Award for Students with Learning Difficulties" to encourage them. So far, 65 students with learning difficulties in the whole school have won this honor, which has greatly stimulated the learning motivation of students with learning difficulties. The class carries out the activity of "helping one, helping one more", so that gifted students can help students with learning difficulties catch up as soon as possible. Teachers make use of their extra-curricular time, according to the different situations of students with learning difficulties, to fill the gaps in a targeted way, to help students with learning difficulties analyze the reasons, find out methods and strive for progress.
2. Seize the opportunity of education and cultivate the good habits of students with learning difficulties. Ye Shengtao, a famous educator, pointed out: "Education is to cultivate habits." During the research, our research group took the educational activities of "Ten Good Habits" and "Let Good Habits Accompany Me All My Life" as an opportunity to strengthen the study habit education for students with learning difficulties, and urged them to form a good study habit of "preview before class-concentrate on listening and taking notes in class-finish homework on time and review in time after class".
3. Carry out colorful activities to create opportunities for students with learning difficulties to show their personalities. Classic reading and American English reading competitions, patriotic education activities-"Historical Choice" story-telling and essay-writing competition, letter essay-writing competition, "In the sunshine of the Party"-philatelic knowledge speech competition for the 90th anniversary of the founding of the Party, "Colorful Cup" reading and writing competition, "Celebrating the National Day" painting and calligraphy competition, student electronic newspaper painting competition, sunshine sports radio exercise competition, eye exercises competition and table tennis competition have been held successively. In these stages, students with learning difficulties show themselves, let them catch their "bright spots", experience and enjoy the happiness of success, and become more confident, self-reliant and self-reliant, so as to explore their potential and promote self-awakening, self-counseling and self-development.
4. Renew parents' educational ideas and improve the level of family education.
(3) The gratifying progress of students with learning difficulties lasted for two years. The teachers of the research group pay attention to the students with learning difficulties and give them more care and guidance. The transformation of students with learning difficulties has made gratifying achievements.
(d) The rapid growth of study group members.
1. The change of teachers' teaching concept.
2. The improvement of teachers' teaching and scientific research ability.
Teachers have learned how to do research.
In the field of education, teachers often encounter some practical problems that need to be solved urgently. For example, how to improve the low academic performance of left-behind children; A series of new problems, puzzles and contradictions such as the transformation of students with learning difficulties, but we should really solve these new problems, face these new puzzles and solve these new contradictions. It is no longer feasible to rely solely on old experience, and it is necessary to find new ways and methods with the help of research.
4. Teachers have updated their educational concepts.
As a teacher, it is no longer effective to rely on traditional old experience and old methods for education and teaching. It is extremely necessary to take research as our responsibility and researchers as our responsibility, and to find new ways and methods with the help of research. Appear in school and classroom scenes as a researcher instead of a teacher, pick up the research weapon and predict the changes that your actions may cause. Education and teaching itself is a kind of research. As long as we are good at finding problems, analyzing problems and finding solutions in the process of education and teaching, we can systematically reflect on our education and teaching behavior, make our education and teaching effect reach an ideal state, make ourselves a real research-oriented teacher, and realize the goals of "research-oriented school" and "strengthening the school through scientific research".
(V) Formation of thematic data.
6. Experience and thinking of the research: In recent two years, the members of the research group have deeply realized the importance and necessity of the transformation of students with learning difficulties. Through everyone's efforts, we have achieved some research results. But the road to harvest is difficult. We generally feel that transforming a student with learning difficulties is more difficult than cultivating an excellent student, but it is more fulfilling. In the process of experimental research, some problems have also caused us to think deeply: 1. The transformation of students with learning difficulties is a systematic project. Its emphasis is on school education, but the cooperation between family and society is also indispensable; The transformation of students with learning difficulties needs the cooperation of schools, families and society. As long as all parties attach importance to and cooperate with each other, the emergence of students with learning difficulties can be avoided. 2. The strategy of transforming students with learning difficulties needs further exploration and continuous improvement. The transformation of students with learning difficulties is the responsibility of teachers, and the counseling of students with learning difficulties is mainly implemented through classroom teaching infiltration. Only by improving the efficiency of classroom teaching can teachers educate and teach students with learning difficulties more effectively in the future. 3. The education of students with learning difficulties needs love, patience and carefulness, and requires higher quality of teachers in all aspects. Only by constantly improving teachers' professional ethics, changing educational concepts and improving educational methods can teachers achieve practical results in the process of transforming students with learning difficulties. Although through our continuous efforts, most students with learning difficulties have improved and made progress to varying degrees. However, there are still a few students with learning difficulties whose transformation effect is not obvious, which requires us to make more efforts in future education and teaching, make unremitting research and exploration, and strive to do their transformation work well.
Six, the main problems existing in the research and future ideas.
With the east wind of the new curriculum reform, we are organizing researchers to carry out arduous exploration and practice along this track, trying to explore the academic problems of left-behind children in rural areas in a targeted manner, following the research idea of "finding problems, analyzing problems and solving problems", and based on the materials obtained from various surveys and literature retrieval, we find that the left-behind children in rural areas, a special vulnerable group, lack "life care, behavior discipline and learning guidance", and then carefully analyze their characteristics and reasons, trying to Of course, this paper also has many shortcomings, such as the limited scope of literature collection; The scope of the investigation is too narrow; Besides, we don't have enough time We should complete the heavy teaching tasks and carry out detailed practical research. I'm so busy together that I have to take a vacation to do research, and my family is against it. The investigation project is one-sided and one-sided, which fails to analyze and discuss all the problems faced by left-behind children in rural primary schools; The analysis source of individual problems of left-behind children in rural primary schools is based on the situation reflected by individual cases and the information collected by the network, which may not be representative. These deficiencies and defects will inevitably affect the overall quality of research, which needs to be supplemented and revised in our future work. Of course, our research group has also written its own countermeasures and measures with local characteristics suitable for improving the academic performance of left-behind children in rural primary schools, and introduced them to brother schools in order to learn from each other's strengths and do a good job in the education of left-behind children in rural primary schools. It will raise the level of school education and teaching to a new level, ensure the continuous improvement of education and teaching quality, and also provide theoretical basis and practical experience for the education administrative departments in poor rural areas to pay attention to the education of left-behind children in rural areas and promote the process of creating "harmonious campus" and "cultural campus".