关于大学生和留守儿童的两篇英文作文

第一篇：关于大学生和留守儿童的两篇英文作文

Have you been a university student ？

In recent days, there is a fierce debate about whether it is worth to be a college student ? To our surprise, most of the people under investigation hold the view that it is unworthy.But in my opinion, I believe it is a wise decision to be a university student.Firstly, the establishment of an effective web of classmates.We can make good teachers and helpful friends in the university who could help us effectively improve the learning and occupation growth efficiency and they will be our precious wealth in our life.Secondly, implementation of the platform.Our university can provide us with enough information, and we could do what we want to do.University collects people of many places and of all aspects being the collection center which has value.In the University, we understand ourselves gradually closer to the truth and we are no longer proud of ourselves and improperly belittle ourselves, so we become mature gradually.Third, promoting the change of individual temperament.Changing from a rural children to city occupation person which will be shown in speech, dress and communication training, University serves as the role of institutions of good training and cultivate.Fourth, to develop the ability to think independently.In the university we have time and capacity to think about our own thinking about society.We will not repeat word for word what others say and have the ability of thinking independently and we could judge right and wrong.We have understood the complexity and diversity of society and human nature, and we will be more rational.All in all, the university is a kind of investment, profit and loss depends on yourself.We college students should make use of existing resources to improve ourselves.大学生了没？

在最近几天，有一个激烈的辩论是否值得成为一个大学生？出乎我们的意料，大多数接受调查的人所持的观点是不值得。但在我看来，我相信这是一个明智的决定成为一名大学生。首先，建立一个有效的人脉。在大学里，我们有效地提高了学习和职业成长效率，并在我们的生活中，可以结交良师益友，他们将是我们的宝贵财富。其次，实施的平台。大学可以为我们提供足够的信息，我们可以做想做的事情。大学收集很多地方和各方面的有价值的人。在大学里，我们认识自己，逐渐接近真相，我们不再为自己感到骄傲和妄自菲薄自己，所以我们逐渐成熟。第三，促进个人气质的变化。改变从一个农村孩子到市职业人将显示在讲话，礼服和通信训练，大学作为机构的作用，良好的培训和培养。四，养成独立思考的能力。在大学里，我们有时间和能力，想想我们自己的社会思考。我们不会逐字逐句重复别人说什么，有独立思考的能力，我们可以判断对错。我们了解社会和人性的复杂性和多样性，我们会更加理性。

总而言之，大学是一种投资，利润和亏损取决于自己。我们大学生应该利用现有资源，提高自己。

Attention left-behind children

With the development of the city, more and more migrant workers into the city in search of work, although their livelihood is resolved, but there is a problem of Left-behind children.There are many reasons for this phenomenon, of which the most important are the followings:firstly, migrant workers in order to maintain the family life, had to leave home;

secondly, the guardian's own factors are lacking, such as their sense of responsibility is not strong, the responsibility of guardianship is not clear;thirdly, complex social factors.Such as the phenomenon that some cities discriminate against children of migrant workers.The left-behind children appeared, and we should take the initiative to care for them.On the one hand, a volunteer and one or two left-behind children twinning, volunteers do the minds of children grow up guardian.On the other hand, we should organize family assistance activity, in a family with one or two left-behind children.Finally, we appeal to the government to also love left-behind children, so that they can meet certain conditions to enjoy different rights to education.关注留守儿童

随着城市的发展，越来越多的农民工进入城市寻找工作，尽管他们的生计得到解决，但却存在一个关于留守儿童方面的问题。

造成这种现象的原因有很多，其中最重要的有以下几个方面：首先，农民工为了维持家庭生活，离开了家；其次，家长自身的因素是缺乏的，如他们的责任意识不强，监护责任不明确；第三，复杂的社会因素。例如，一些城市的歧视农民工子女的现象。

针对留守儿童出现的原因，我们应该主动去关爱他们，一方面，组织好个别帮扶活动，以一名志愿者与一两名留守儿童结对，让志愿者做孩子心灵成长的监护人；另一方面，组织好家庭帮扶活动，以一个有同龄孩子的家庭与一两名留守儿童结对；最后，呼吁政府也关爱留守儿童，让他们可以满足一定条件后享受异地受教育的权利。

第二篇：关于留守儿童,英文论文

The Analysis of Chinese Countryside Leftover Children’s

Education Problems

Written by: Wang Tao Supervised by: Gu Faliang

English Department School of Foreign Studies Anhui Normal University

March 2012

Acknowledgments

I would like to express my gratitude to all those who helped me during the writing of this thesis.A special acknowledgment should be shown to Professor Gu Faliang, from whose lectures I benefited greatly.I am particularly indebted to the headmaster, Qian Yelu, and the teachers in Xinhu Primary School, in the town of Guanqian, Chizhou, Anhui Province.Before I started my thesis, I taught in the primary school as a volunteer for three months.During that period, Mr.Qian and all the teachers gave me a great help to make an investigation about the situation and information of the leftover children in the school.With their help, I got lots of detailed data to prepare for the thesis.I The Analysis of Chinese Countryside Leftover Children’s

Education Problems

Abstract

This paper, by the way of on-the-spot investigation research, surveys the present education situation of a group of special countryside children called the Leftover Children whose parents are not at home.Based on the two aspects of society and family, an initial exploration and an analysis are done to find the influential elements of this problem.The education problem of these leftover children is a special reflection which happened in the process of the social transition in rural areas.The direct cause is that the rural labor works outside as migrant workers, which leads to the lack of family education.However, the root of these problems is that China’s long-standing policies of the urban and rural economic development are uneven, and there exists the extreme imbalance of the development between urban and rural areas.It also leads to the overall quality of the basic education in countryside falling quite behind.These children’s education problems are just a part of the specific performance of the unbalanced development.Based on these children’s education problems, the paper finally concludes with a series of practical solution strategies.Key Words: countryside;leftover children;education problem

II 中国农村留守儿童教育问题的分析研究

摘要

本论文以实地调查研究的方式从社会和家庭两方面综合考察了农村留守儿童的教育现状，初步探索和分析了留守儿童教育问题的影响因素，并在此基础上得出结论：农村留守儿童教育问题是我国农村问题在社会转型过程中的特殊表现。农村劳动力外出务工导致家庭教育的缺失是该问题产生的直接原因，其根源在于我国长期以来城乡经济发展政策不均，城市和乡村发展的极度不平衡，也导致了乡村基础教育的整体质量不高，而农村留守儿童教育问题正是这种城乡不均衡发展的具体表现。针对农村留守儿童教育问题的实际情况，本论文在最后提出了切实可行的解决策略。

关键词：农村；留守儿童；教育问题

III

Contents

Acknowledgement ………………………………………………………………..…I Abstract …..……..…………………………………………………….……………..II 摘要……….……………………..…………….………………….……………….…III Chapter 1 Introduction……………………………………………………………....1

1.1 The Concept of the Leftover Children………………………………...1 1.2 The Basic Information of the Leftover Children in China…………….1 Chapter 2 The Investigation Result of the Countryside Leftover Children’s Education Problems…………………………………………………...3 2.1 The General Situation of the Leftover Children in Xinhu Primary School………………………………………………………………….3 2.2 The Problems of the Local Leftover Children Suffering from………...3 Chapter 3 The Influential Factors in the Countryside Leftover Children’s Education Problems……………………...……………………………...5

3.1 Family Factors…………………………………………………………5

3.1.1 The Different Styles of Custody………………………………....5

3.1.2 The Lack of Family Education…………………………………..6

3.1.3 Low Degree of the Custodians’ Education………………………7

3.2 Social Factors………………………………………………………….7

3.2.1 The Gap between Urban and Rural Education………………….7

3.2.2 The Unbalanced Economy Development between the Urban and Rural Areas……………………………………………………...8 Chapter 4 The Solution Strategies of the Countryside Children’s Education Problems………………………...………………………………………9

4.1 Making the Family Education Work…………………………………..9

4.2 Making Full Use of the Function of School…………………………...9

4.3 Paying More Attention to the Leftover Children……………………..10

4.4 Narrowing the Gap between Urban and Rural Economy Development……………………………………………………………11 Chapter 5 Conclusion……………………………………………………………….12

IV Notes…………………………………………………………………………………13 Works Cited………………………………………………………………………....1

4V The Analysis of Chinese Countryside Leftover Children’s

Education Problems

Chapter 1 Introduction

In the past 30 years, China’s reform and opening-up play a very important role in this country’s economic development.With the development of industrialization and urbanization, Chinese cities need a large number of labors to develop their economy, and the group of cheap village labor forces is able to satisfy the cities’ needs well.However, because of various reasons, the migrant workers can’t take their children to the cities where they are working.Therefore, there come into being a special minors group-----the Leftover Children.Although the leftover children are in their key period of growth, because of the lack of family education, the slow development of village school education, and the complex influence from the surrounding society, the children are facing with striking problems on life, study, and psychological health, which will make a negative influence on their value system.Chinese countryside leftover children’s education problem has been an important issue of Chinese rural education.This problem will affect the harmonious development of the society and the future of Chinese education, which has aroused the attention of the whole society.1.1 The Concept of the Leftover Children

The Leftover Children, means the children, at the stage of compulsory education, one or both of whose parents go out to be migrant workers, are left alone at home to be brought up by their grandparents or relatives.They are always at the age of 6 to 18.1.2 The Basic Information of the Leftover Children in China

According to the statistics of the All China Women's Federation, the number of the leftover children all around China is about 58 million, and more than 40 million leftover children are under the age of 14.Nowadays, the leftover children account for 28.29% of the total number of Chinese rural children, which means there will be one leftover child among every 4 rural children1.According to the pertinent data of the State Statistics Bureau, in 2003, the migrant labors take 23 percents of the total number of the rural labor forces.The number of the migrant workers who leave home to work with all the family members is about 24.30 million.The number of the migrant children, at the age of 6 to 14, is about 6.43 million.The leftover children left alone at home takes about 37.4 percents of the total number of the students in countryside primary and high schools2.Chapter 2 The Investigation Result of the Countryside Leftover

Children’s Education Problems

In order to research Chinese countryside leftover children’s education problem concretely, I had made an investigation in Xinhu Primary School in Chizhou, Anhui Province.2.1 The General Situation of the Leftover Children in Xinhu Primary School

As an important minors group in the rural areas, the leftover children always suffer from a series of issues, such as daily life problems, education problems, emotional problems, and psychological problems.For solving these issues, it is necessary to analysis the special living environment and educational environment in rural areas.In the investigation, as the respondents, the students’ ages are between 6 and 12.There are 147 students totally in the school.The number of the leftover children is 77, which takes about 54.4 percents, including 32 boys.Among these leftover children, 53.2 percents of them live without parents.And those whose parent working far away from home occupy a percentage of 46.8.And about 69.6 percents of their parents work in other cities far away from home.2.2 The Problems of the Local Leftover Children Suffering from

Based on the investigation, because of the parents’ absence, a part of the leftover children are facing with many striking issues.First, it is the leftover children’s daily life problem.In the countryside primary school, all the students’ homes are far away from their school, so they don’t go back home for lunch.If the family conditions permit, one of the children’s parents or grandparents will bring the lunch to school at noon.However, the survey suggests that about 26 percents of the children have to bring their lunch with a vacuum bottle in the morning.Usually, when the lunch time comes, their meals have cooled down.Because of the lack of parents’ care, 12 percents of the leftover children are under nourished with bad physical health.Second, it is the leftover children’s education problems.According to the investigation, more than 70% of the students feel difficult in study.Only about 12% of them can study well.About 46% of the children spend more than three fourths of their free time watching TV, or playing with friends.Third, it is the leftover children’s psychological problems.The major causes include the lack of family care, the absence of social education and the ineffectiveness of school security system.The leftover children are short of the care from emotion and psychology widely.They have no good listeners to hear their troubles or difficulties.Therefore, few of people can help them well.Some of the leftover children refuse or dislike communicating with others.Even some of them show quite negative individual mental characters, such as intrapsychical self-isolation, flattening of affect, autistic behaviors and so on.Disproportional character flaws and psychological disorder are their big problems.Fourth, it is the leftover children’s moral issues.Because of the lack of family education, the leftover children live without proper moral constraints, so that some of them haven’t developed a healthy lifestyle and a good moral character.Fifth, it is the leftover children’s security problems.Since children’s adaptive capacity and their capacity of self-protection are quite weak, and their custodian’s are always old with relatively low culture level, it is impossible for them to set up the sense of security in children’s mind.Chapter 3 The Influential Factors of the Countryside Leftover

Children’s Education Problems

3.1 Family Factors

3.1.1 The Different Styles of Custody

The first style of custody is that children under their grandparents’ custody.This style of custody refers to the children brought by their grandparents.According to the investigation, 84.85 percents of the leftover children belong to this case in Xinhu Primary School.Most of these children’s grandparents are very old and in bad health.Even some of them still need to do heavy housework.Generally speaking, there is a generation gap between the children and their grandparents.Because of the differences of the circumstances, views and values of different generations must be different and thus generation gap appears.Because of the lack of knowledge about the children, some grandparents tend to project their wishful ideas on their grandchildren, thus widening the general gap.The gap usually makes the young and their grandparents often fail to communicate with each other.Even sometimes although the children listen to their grandparents’ words, they do not put them into heart.By doing this, they send false messages to each other.In a word, the grandparents often fail to understand their grandchildren.However, another circumstance would be that the grandparents spoil their grandchildren overly without moral and spiritual guidance, so that they cannot educate children successfully.The second one is that children under their relatives’ custody.This style of custody refers to the children brought up by their relatives or their parents’ peers, such as aunts and uncles.However, children are more sensitive.It is easy for them to feel the sense of depending on others or being discriminated.They will become more withdrawn and more dissociable, which will make a negative influence on their study.In this case, the children’s custodians are changeable, so that they cannot learn in a steady environment.According to the investigation, 9.96 percents of the leftover children belong to this situation in Xinhu Primary School.The last one is that children under their teachers’ custody.This situation just appears in the recent several years.Some rich families entrust their children to their teachers or their head teachers.In Xinhu Primary School, 5.19 percents of the leftover children belong to this situation.According to the investigation, a teacher would take care of five or six leftover children.The disadvantage of this style of custody is that the teachers have no enough time to look after these leftover children, because the number of the children which the teacher need to take care is big, and the teachers are always busy with their own work and daily life.3.1.2 The Lack of Family Education

According to the result of the investigation, in the local leftover children’s families, 63.2 percents of their parents return home three to four times a year, and 30.6 percents of them only go back home once or twice a year.Unfortunately, most of them cannot stay at home for a longer time.Low frequency of returning home and little communication with the leftover children will result in the lack of family education, which can also make children suffer from a variety of psychological problems.First of all, the leftover children’s world views, outlook on life and value system are influenced by materials deeply without proper education and guidance.Since their parents always work far away from home for a long time, there is little communication between parents and children.Therefore, they often use money to keep the relationship with their children.This situation will make children develop the worship of golden calf, which may weaken the links between parents and children.When the children suffer from troubles or difficulties, they don’t want to communicate with parents, or talk with their teachers in school, so that they often abandon themselves, and live with pessimistic feelings.And they will feel the sense of loneliness, because of the lack of trust and the sense of security.Second, in their emotion life, the leftover children are short of complete care and communication.It is easy for them to suffer from psychological disorder.The long-time separation with parents makes the leftover children can not feel their parents’ love in the daily life.And it makes them cannot receive the spiritual support from parents when they fall in trouble.Their mistakes also can not be guided or corrected in time.As time passes, they will come into being obvious psychological troubles.For instance, they own inferiority mentality universally.They are bad at communication with others.They have great pressure on their mind.They have a strong sense of self-preservation and even have acute behaviors.3.1.3 Low Degree of the Guardian's Education

84.85 percents of the leftover children are under their grandparents' custody.According to the investigation, more than 82.6 percents of the grandparents haven't accepted any education, and even some of them can not write down their names.Therefore, it is impossible for them to help the children’s' study after school.3.2 Social Factors

3.2.1 The Gap between Urban and Rural Education

The gap between urban and rural education is an important factor which motivates the appearance of the leftover children.Education has remained top priority during Chinese modernization development.In China, the number of rural school students is very large and about three fourths of the whole students who are receiving the basic education are in the rural schools.In order to improve the rural schools' teaching conditions, our country have invested large sums of money to help countryside school build teaching buildings.Popularization of compulsory nine-year schooling is the key goal of China's elementary education program.Nowadays, much achievement has been made.Nine-year compulsory education almost is carried out all over our country to make children enjoy free education.However, the countryside schools always pay little attention to the importance of solving the leftover children's psychological issues.In fact, the confusion and problems developing in the leftover children's mind need schools to find and help to guide or correct timely.Unfortunately, because of poor general conditions, countryside schools cannot afford psychologists to give children necessary physical education and psychological education.Therefore, it will lead to the leftover children's lack of moral consciousness and incorrect learning attitude, even playing truant and making troubles.3.2.2 The Unbalanced Economy Development between the Urban and Rural

Areas With the development of Chinese modernization, China will suffer from terrible gap between rich and poor, and the gap between urban and rural areas, which motivates the appearance of the phenomenon of leftover children.Because of the influence of different historical circumstances, natural conditions and series of other factors, the income gap between the urban and rural areas has widened greatly in China.Therefore, it is impossible to only depend on improving the yield of land to improve peasants' income.Therefore, in order to improve their own income and the living standard, the peasants have to go outside to look for a temporary job when the slack farming season is coming.At the same time, the gap between the rural and urban areas causes that the primary industry, the secondary industry, the culture industry and the education industry are concentrated in cities.Since rural areas have no enough economic power to promote the development of industry and to release the culture industry's potential，peasants have to go out for jobs to relieve their families' economic burden when they grow up to adults.It can be seen that the urban-rural divide during the process of Chinese modernization development is the main factor that results in the phenomenon of the countryside leftover children.Chapter 4 The Solution Strategies of the Countryside Leftover

Children's Education Problems

The countryside leftover children's situation has been a serious social issue.With the process that more and more countryside surplus rural labors work in urban areas or economically developed areas, the countryside leftover children's negative problems become more and more serious, such as poor academic performance, dropout of school and so on.Even some of them enjoy assault, theft, gambling, participating in cult activities.It will have a negative influence on the healthy development of the countryside basic education directly.Therefore, parents, schools, government and other social groups should pay close attention to the leftover children's education problems.To solve the countryside leftover children's education problems, we should try best from the following aspects.4.1 Making the Family Education Work

First of all, before entrusting the custodians, the parents should deliberate carefully if the custodians own enough guard capability, such as their physical condition, financial position, ethical and moral situation.Secondly, the parents should make good use of different ways or approaches to communicate with children, children's teachers or custodians for their learning situation, living conditions, mental condition and some other aspects, in order to give the children necessary and right education guidance.At last, if the condition permission, parents should take their children with them as far as possible, to avoid making the kids be the leftover children.We should make our children accept positive family education.4.2 Making full use of the Function of School

First of all, the countryside schools should set up the document system of the leftover children.The files should completely reflect the basic information of the leftover children in all aspects, including the leftover children's name, age, moral character, behavioral foible, hobby, level of intelligence, traits of character, learning motivation and attitude, learning capacity and method, the situation of getting along with their custodians, the situation of communication with their parents and so on;including the basic information of the custodians, such as name, age, degree of education, traits of character, the way they discipline the children and so on;including the basic information of the leftover children's parents, such as name, age, the degree of education, job category, economic income, requirement to their children, the situation that communication with their children and so on.Secondly, schools and teachers should pay more attention to the leftover children and give them more encouragement and help.Love is the cornerstone of education.For those children who live alone for a long time, they are short of the love from their parents.Love is the premise of education and it should be put in the center.Teachers should make friends with the leftover children to care for them, cherish them and understand them.On security, we should remind them frequently.In life, we should give them help as far as possible.Psychologically, we should look after them and multi-communicate with them.In their study, we should often offer them guidance.We need to encourage them join in the group of all the classmates, in order to reduce the sense of loneliness in their mind, which is to help them keep an optimistic attitude of study and living.4.3 Paying More Attention to the Leftover Children

To solve the leftover children's education problems, it needs the whole society to work together.First of all, we need to strengthen the general control of the government, and increase the support from society.The government should increase the investment to the educational facilities in the urban areas where the migrant workers concentrating.The schooling admission charges of the workers' children and the conditions of schooling should be reduced.We also should improve the learning conditions of the migrant workers' children step by step.The government should gradually establish social regulatory system and break the urban-rural dual economic system, to give the migrant workers and their children practical treatment of the public.And the government should open up the green channel to solve the schooling problem of the workers' children, to make them enjoy the high level of education as same as the urban children.This is the fundamental way to solve the countryside leftover children's education problems.Secondly, we should step up publicity efforts and make full use of the role of the media, especially the internet media.We need to increase the news propaganda to arouse the concern and attention of various sectors of the community towards the leftover children.And we need mobilize all the social forces to seek ways and methods to solve the leftover children's problems together.4.4 Narrowing the Gap between Urban and Rural Economy Development

The government should formulate policies to promote the economic development in rural areas and increase the rural surplus labor force's employment opportunities in the nearby areas, and encourage the migrant workers return to their hometowns to establish their own business.In this way, the number of the leftover children will be reduced as far as possible.The government should properly adjust macroeconomic policies to fully support the economic development of rural and backward areas through the financial resources, human resources and other aspects, to accelerate the improvement of the rural infrastructure construction, to improve the investment environment of the small towns, and to increase the rural surplus labor force's employment opportunities in the nearby areas.The government should treat the rural labor force's employment as an important part of the new socialist countryside construction, vigorously develop the county economy, and improve the investment environment of the small towns.Furthermore the employment opportunities in the rural areas should be increased to make a part of the migrant workers can work locally and to shorten the migrant workers' cycle of returning home.Chapter 5 Conclusion

With the rapid development of China’s economy, more and more young rural people go to cities for works, which result in a phenomenon that a special group of children come into being who are called “the leftover children”.The leftover children are a group of children who need help, care, concern and love.They do not live in a rich life and are not in a satisfying environment.They lack too much than those children who have a normal life.So they need to be paid attention by others.Now left-behind children have attracted lots of attention.Hope and believe their life can be lit better and soon.In a word, the leftover children's education problem is a quite complex social issue.The problem is a new challenge the education work facing with.It is not only related to the healthy growth of the leftover children, but also to the stable relationship between the economic and social development of the vast rural areas, and it's also related to the healthy development of the rural basic education.Therefore, we should cooperate with and mobilize the school, family and society forces to collectively concern and effectively solve the leftover children's education problems, which will promote a better harmonious development of our society.Notes

1段成荣、周福林：“我国留守儿童状况研究”，载《人口研究》，2005年第1期：“据全国妇联统计，全国留守儿童的人数约为5800万，其中14岁以下的留守儿童超过4000万。目前，留守儿童占全部农村儿童总数的28.29%，平均每4个农村儿童中就有一个留守儿童。”

2续梅：“1000万留守儿童期待关爱”，《中国教育报》，2004年6月5日第1版：“另据国家统计局有关资料显示，2003年农村外出务工的劳动力占农村劳动力的23%，其中举家在外务工的有2430万人，随同父母进入城市的6至14岁流动儿童643万人，留在老家的留守儿童约占农村中小学在校学生总数的37.4%”

Works Cited

Ye Jingzhong, Murray.Left-behind Children in Rural China.Beijing: Social Sciences Academic Press, 2009.徐群(Xun Qun).“关注留守儿童教育与创建和谐新农村”．《现代农业科技》,2007

(11):156-157.常青(Chang Qing).“农村留守儿童人格特征研究——以江西玉山县为例”.《华东师范大学硕士论文》, 2007：17-23.方铭琳(Fang Minglin).“留守儿童的关爱教育机制”.《中国农村教育》, 2007(10):32.高培文(Gao Peiwen).“和谐社会与未成年人思想道德建设——以四川农村留守儿童为视角”.《经济与社会发展》, 2006(12):125-127.田景正(Tian Jingzheng).“关于农村“留守儿童”教育问题的思考”.《当代教育论坛》, 200.王璠(Wang Fan).“统筹城乡发展与体制创新研究”.《西北农林科技大学学报：社会科学版》, 2006, 6（5）:19-24.

第三篇：农村留守儿童教育问题(英文)

A Study on the Education of Rural

Left-behind Children

I.Introduction

Since China carried out the reform and opening-up policy, the national economy has grown rapidly.Simultaneously, people’s demand on material and cultural life is higher.In order to send children to school, build houses and improve family conditions, a large number of surplus rural labors have warmed into cities.Although the parents have settled down in cities, they don't have the abilities to bring their kids and support them.Hence, they have to leave their children behind in the country and ask others to take care of them.As a result, the phenomenon of families living separately appears.Rural left-behind children, as minors in a special group, need to be attached great importance to.Due to weak family education, lagging school management and imperfect social and educational system, left-children now face problems, such as learning lag，psychological unbalance，behavior anomie，and their worrying safety.Therefore, we need to focus on this issue and find out some solutions for them.II.The education problems and analysis of the essence

A.Problem of learning lag According to some researches, the grades of left-behind children are generally lower than the average of other children.Most left-behind children cannot concentrate in the class, usually with their mind wandering.Even when they are called by the teacher to answer questions, they don’t know what is happening and just say “I don’t know”.It is common that left-behind children fail to finish homework, skip school and even drop out of school.On the one hand, it is due to the absence of family education.Most left-behind children are adopted by grandparents or relatives, most of which have lower education background, outdated thoughts and ides.They can’t give effective family education, which is also a very important part of children’s education.On the other hand, school doesn’t pay enough attention to left-behind children.Left-behind children is a vulnerable group, hence, they need help and concern from teachers and classmates.However, the school considers less about their specificity and don’t take corresponding measures to help them.B.Problem of psychological unbalance A research on the left-behind children and non left-behind children, taking the form of questionnaire, finds that the left-behind children are more extreme and suspicious.They more tend to feel lonely and upset, become introverted, and lack confidence.Their self-consciousness is inferior to others’.As we all know, parents have direct impact on the children's behavior, mental health and personality development.Separating with parents, left-behind children can’t get emotional comfort and care, and they often feel tense, depressed and worried.They may also have interpersonal communication problems.Because of long-term separation with parents, they tend to become introverted, contemptuous, pessimistic and lonely.C.Problem of behavior anomie With parents far way from home, left-behind children cannot feel the emotional love and care of parents.Thus, they lack proper guidance in terms of values, ethics and behaviors.What’s more, left-children are often brought up by their grandparents.There are many potential problems in inter-generation education such as dotage, highlighting material and ignorance of moral norms.Left-behind children are apt to make negative changes.According to a survey, 13％ left-behind children have the habit of lying;25％ of them have the experience of stealing money, smoking, drinking, destroying public property.Left-behind children are now in the critical period to establish the ideal and cognize the world.If they can not get the help from their parents on the ideological understanding and the values, they are susceptible to the outlook on life, values, or even on the path of crime, they are prone to deviate from correct view on life and values, and may even commit a crime.D.Problem of safety At present, for lacking of supervision from school, family and community, the safety protection for left-behind children is badly needed.The potential safety problems of rural left-behind children are mainly reflected in:(1)school safety education is deficient , and security measures become a mere formality;(2)the crisis consciousness of accidental injury and even death events is absent among guardians;(3)left-behind children are indifferent with the legal concept , so they may do some illegal and criminal things;(4)the self-protection consciousness of left-behind children is weak, thus they is prone to get sexual assault, abducted and other abuses.III.Possible solutions

Family, school, and society are three crucial factors in the process of children’ s learning and growth.Thus, to solve these problems, they all need to make some improvements.Firstly, when parents go out to work, they should carry their children with them as far as possible.They can send children to the school which is located near their workplace.If not, they should keep close contact with children through telephones and letters.They also need to change their mind that it is the responsibility of school and teacher to take care of children’ s education.Besides, guardians should guide children to actively contact and respond to their parents, talking about their study and life.What’s more, parents should take the opportunity of vacation to return home and see their children.Secondly, school is the main place children receive their education, therefore it is rather important for school to focus on left-behind children.School should improve the teacher’s quality and their teaching quality.They should establish a system of regular contact with guardians of left-behind children in order to learn the condition when children are at home and help guardians to fulfill their duties of guardianship.Teacher need often to talk with them and comfort them.The school curriculum should also be adjusted.The curriculum on survival, safety and legislation education and mental health education should be set up, so that they can develop comprehensively.Last but not least, society should also focus on this issue.For one thing, the principle of choosing school according to domicile place should be altered.Governments should provide guarantee mechanism and legal support for children of rural migrant workers, accelerate the reform of household registration and education system, abolish all unreasonable fees and make migrant children enjoy the same treatment with urban children in terms of education.For another thing, the construction of boarding schools should also be strengthened.Governments should expand the scale of boarding, improve accommodation conditions, provide residential facilities for rural left-behind children, and enable them unconditionally to apply for boarding, making boarding school a left-behind children paradise.

第四篇：留守儿童作文

留守儿童作文

“鸟有一个巢,人有一个家.”对每个人而言：家是感受亲情的港湾，父母的爱，给了我们无限的温馨。可是，我们的父母常年在外打工挣钱。所以，我们有了一个特殊的称谓‘留守儿童’。虽然没有了父母的陪伴，但是我们没有自卑、没有放弃、更没有埋怨过自己的父母亲。我们在这种生活的磨练中，学会了适应，学会了改变，学着以自己的力量振奋自己的精神，增强自己的斗志，活出了一个感恩的、自豪的、快乐的精彩自我！

每当看到别人和自己的爸爸妈妈一起去游乐场，以起去逛街，一起去玩耍······我就情不自禁地想：为什么别人就那么幸福？就能和父母开开心心的玩耍？而我就只能默默的羡慕他们？但又回过头仔细想想：起码我比有些孩子要好上100倍，他们都能那么天真快乐，我又有什么资格自卑呢？

“百善孝为先”。作为留守孩子，我们更加懂得——-感恩！是父母十月怀胎生育了我们，是父母强忍别离的痛苦外出艰难谋生养育了我们。尽管他们没有太高的文化水平和专业技能，但就是因为有了他们在外面的千辛万苦，有了他们在外面的勤耙苦做，才有了我现有的生活条件和学习环境。只有我们的父母，才是追值得敬佩的，也是最具榜样力量！在这里，我要对亲爱的爸爸妈妈说：“无论你们是贫是富，我都永远感激你们！我知道我手中的一书一本，身上的一丝一缕都浸润着你们的血汗，我会以我更加的刻苦和勤奋来报答你们！” “自古雄才多磨难，从来纨绔少伟男”。作为留守孩子，我们更加应该感到——-自豪!我们自豪，因为我们拥有同龄孩子最顽强的品格。我们不需要父母的关怀和呵护，照样生活得很好很好。虽然过早地承担了分别的痛苦，但是，对父母少一份依赖，就多了一份在困境中的磨炼。这正是一个锻炼自己的好机会。让我们一起宣誓：“草是生命最顽强的象征。既然特殊的时代、特殊的家庭环境给予了我们草一样顽强的种子和生命，那么，我们就要像草一样地顽强，草一样地团结，草一样把根扎进深深的土壤，像草一样永远充满绿色的希望，以蓬勃的姿势向上生长！”

作为留守孩子，我们更加学会——-坚强！没有父母在身边鼓励你，相信你。但我们还有胜似亲人的朋友和这个社会。他们每时每刻都在关注着我们，为我们无私的奉献着。然而，在他们的支持与帮助下，我们茁壮成长。所以，我们要不懈努力，好好学习。不辜负大家对我们的期望!这是在这种艰苦的环境下，我们才磨练出了这样的坚持不解的的精神和意志。也许这就是我们留守儿童能成功的原因吧。在没有母爱、父爱的情境下。我们最终能成为一盏明灯，熠熠生辉，引人注目。为什么呢、。因为我们没有止住前进的脚步；以为我们没有流恋于轻松；因为我们没有迷醉于诱惑；因为我们没有沉陷于浅薄······有一天，我们一定会永不回头地向前走去！一个留守儿童的心声

亲爱的爸爸妈妈： 你们好!

我知道在远方的您们，劳累万分，但是，我却更希望你们能够多多陪伴我，在我的眼中，有你们的陪伴，我会有种说不上来的开心与喜悦。希望你们能够早日回来看看我，关心我!

我不想要多么昂贵的礼物与玩具，我只想要一个完整而又开心的幸福家庭，让我的童年可以过得更加丰富多彩，希望你们不要那么劳累，要保重身体，注意饮食哦!还要注意天气变化，不要着凉了呀!快乐，并不是过着奢华的生活，用着最好的东西，而是全家健健康康，永不分离，我知道您们想让我懂事，学会替别人着想，成为一个品学兼优的好学生!你们放心吧!我会努力的，你们放心的在外工作吧!我会照顾好爷爷奶奶的。

我真的很希望你们能够抽空回来陪陪我，但是，我知道你们很忙，难以抽身，但是别忘了答应我的，定期给家里捎封信或报个平安哦!

我明白你们在外拼死拼活的工作，都是为了我——你们的女儿，所以我会默默地把思念转化成学习的动力，让你们可以减轻负担，早日回来。

你们是在我5岁的时候外出打工的，为了不让我难过，你们临走前并没有告诉我，而是说只是去外地出差，几天就回来。后来，外公实在不忍让我整天像个泪人似的，所以告诉了我事情的真相，知道真相后的我并没有难过，而是发奋读书，以报答你们的养育之恩。

童年的我，开始了努力的向好孩子这个目标前进，都是想你们能够多多陪伴我，别无他求。

在此，我祝愿你们在外地可以工作轻松，天天开心，当然更希望你们能够平平安安的了!祝愿：

爸爸妈妈工作顺利，健健康康。

留守儿童的心声

“鸟有一个巢，人有一个家”，对于每个人而言：家是感受亲情的港湾。然而，留守儿童得不到与其他孩子同样的爱与温暖。

在这儿，不会有霓虹的闪亮，只会有黄昏的灯泡一明一暗；在这儿，不会有华丽的高楼，只会有破烂不堪的帐篷摇摇欲坠；在这儿，不会有母亲暖暖的话语，只会有不远处大黄狗的吠叫„„

曾经，在山野的风中，我奔跑着，是向远处还是未来？在多少个长长的深夜，当玩家灯火熄灭的时候，我会卷缩在角落里，听听有风儿发出的冷笑。

每当别人家的孩子依偎在父母的怀抱，你们可知道我内心的期盼，多么渴望你们温暖的怀抱；你们可知道我内心的忧伤，我们一家三口，却有三个家，我每天都在盼，盼望你们早点儿回家陪陪我，在我的记忆中，我似乎没有吃过一次团圆饭；我需要一个完整的家，你们是否听到我的哭声，我每天都蒙着被子泣不成声，多少次在梦中与你们手拉手，一起去放风筝，一起去游乐园，多少次在梦中笑醒，我们在一起多么开心、多么快乐，可醒来我却是一个孤零零的彷徨；你们知道吗：没有爸爸妈妈的日子里，我是多么孤单；我的童年都在残缺中慢慢泡大，你们给我幼小的心灵里，投下了永远抹不去的阴影；每当你们回家，我是多么欣喜若狂，每当你们要走的时候，我是多么失落、无奈。

独自一个人在家中，感受着与年纪不相符的孤独，着就是留守儿童藏在心中深深的悲哀。

留守儿童的心声

妈妈！

你能再次和蔼的拉起我的手吗？妈妈 你掌心原本残留的热量 已被寒冷的溪水冲走 余下的只有刺骨冰凉 妈妈！

能再次与你慈祥的目光交融吗？妈妈 我那曾经充满阳光勇敢的目光 已被无助恐惧的眼神代替 多么渴望再次被你的爱照耀 让目光重新聚焦在前进的方向 妈妈！

能不能再次被你拥抱？妈妈 我的羽翼尚不丰满 你怀抱遗留下的温度 早已被寒风吹尽

我如何去面对未来的天空

妈妈，从我出生那天起，我的生命就注定将成为你的延续，如果我现在就要忍受无边的思念与苦难，我请求你将我扼杀在摇篮里！！！妈妈，我想你！

留守儿童给父母的一封信

爸爸妈妈: 你们好!最近的工作是不是很顺利,身体是不是很健康? 爸爸妈妈,最近我的身体可健康了,没有生过一次病,个子也长高了。在学校里，我的学习成绩也越来越好，有一次还进入了班级前五名呢，而且，我也交了许多好朋友。爸爸妈妈，您知道吗，我是多么的期望您可以留在我的身边，每当我看见同学们依偎在父母的怀抱里，我是多么渴望我也能与同学们一样依偎在您的怀抱里。

每当夜晚我睡在床上时，天花板上仿佛全是您的笑脸。在做梦时，都会出现您的身影。

爸爸妈妈，虽然你们不在我的身边，但我生活的也很幸福。在家有爷爷奶奶的疼爱，在学校里有老师和同学的关心与帮助。虽然我的成绩还不太理想，但我对学习充满了信心。在学习上，老师经常问我有没有不懂的地方，如果我有不懂的地方，老师会不厌其烦的给我讲解，直到懂了为止。老师不光在学习上关心我，在生活上也很关爱我。老师知道我们生活条件不好，就为我申请了贫困生名额。有老师无微不至的关爱，爸爸妈妈你们就放心吧！我不光有老师的关爱，还经常得到同学们的帮助。有一次，我有一道题课上没听懂。下课了,有几个同学自告奋勇当老师,当同学们讲完几遍时,我才完全懂了,同学们放弃了休息的时间来教我学习,我当时真的很感动。现在，我生活在这样的一个大家庭里,大家都很关心我,如果我不好好学习,我岂不是辜负了大家对我期望,于是我学习更努力了,成绩也一点点的提高了。是集体给了我奋进的力量，我一定要努力学习,争取更大的进步.用成绩来回报所有关爱我的人.爸爸妈妈,时间也不早了,我明天还要早起上课呢,就写到这儿吧!祝爸爸妈妈身体健康、工作顺利、万事如意！此致 敬礼！

第五篇：留守儿童作文

留守儿童的心声

关塘小学六（4）班 施兆贵

“鸟有一个巢，人有一个家”，对于每个人而言：家是感受亲情的港湾。然而，留守儿童得不到与其他孩子同样的爱与温暖。

在这儿，不会有霓虹的闪亮，只会有黄昏的灯泡一明一暗；在这儿，不会有华丽的高楼，只会有破烂不堪的帐篷摇摇欲坠；在这儿，不会有母亲暖暖的话语，只会有不远处大黄狗的吠叫„„

曾经，在山野的风中，我奔跑着，是向远处还是未来？在多少个长长的深夜，当玩家灯火熄灭的时候，我会卷缩在角落里，听听有风儿发出的冷笑。

每当别人家的孩子依偎在父母的怀抱，你们可知道我内心的期盼，多么渴望你们温暖的怀抱；你们可知道我内心的忧伤，我们一家三口，却有三个家，我每天都在盼，盼望你们早点儿回家陪陪我，在我的记忆中，我似乎没有吃过一次团圆饭；我需要一个完整的家，你们是否听到我的哭声，我每天都蒙着被子泣不成声，多少次在梦中与你们手拉手，一起去放风筝，一起去游乐园，多少次在梦中笑醒，我们在一起多么开心、多么快乐，可醒来我却是一个孤零零的彷徨；你们知道吗：没有爸爸妈妈的日子里，我是多么孤单；我的童年都在残缺中慢慢泡大，你们给我幼小的心灵里，投下了永远抹不去的阴影；每当你们回家，我是多么欣喜若狂，每当你们要走的时候，我是多么失落、无奈。

独自一个人在家中，感受着与年纪不相符的孤独，着就是留守儿童藏在心中深深的悲哀。

感恩的心

关塘小学五（1）班施成铭

我是一个留守儿童，我五岁的时候我妈妈走了，我十岁那年，我爸爸发生了交通事故，离开了我，我成了一名孤儿。我在学校里，我并不寂寞，老师和同学们都非常关心我。那年冬天，我们的班主任王老师，看见我穿两三件衣服，就带我去商店买衣服、裤子、保暖鞋„„

我的语文老师是崔老师，他在我伤心的日子里，知道我上课没有注意听讲。中午，他连中饭都没有吃给我辅导作业。学校还给我们设立了“留守儿童之家”，里面有电话，随时可以和别人通一通电话，排解心中的寂寞，里面还有一台联网的电脑，我们不开心的时候，在里面玩一些小游戏；我们还可以在电脑上查一些资料；也可以在里面听歌曲，里面的图书借给我们看，里面还有乒乓球和球拍、羽毛球和球拍，还有象棋，让我们玩。

同学们都非常关心我，在我爸爸发生交通事故的时候，我又几天没有来，作业也有很多没有做，但同学们不厌其烦地教我做作业。

我在这个学校并不寂寞。

感谢母亲

关塘小学五（3）班张国栋

每个人心中都有一位母亲，她默默为我们付出，而我们长大了不听妈妈的话了，有时候还顶撞妈妈。其实妈妈是为我们好，是希望我们长大有出息。

小时候，我很贪吃，又一次，路过小店子都会叫妈妈给我买好吃的，妈妈都会说：“家里有东西吃的。”我听了之后，站在那里不走了，嘴里总是说我要东西吃，我要买，妈妈望着我，一脸无奈，只好带着我进去买，我看见什么好吃的就拿什么好吃的，去超市时也一样。

又一次，我感冒了，睡觉时很不舒服，因为鼻子不通气，我总是翻来覆去，妈妈说：“别动，在床上躺着，我给你弄感冒药。”我坐在床上，妈妈把弄好的药给我，我将药喝下去，感觉好多了。渐渐地，我长大了，妈妈对我的学习和生活很关心，我隐隐约约看见妈妈的头发中掺杂着几根白发，其实，我看着妈妈也挺心疼的。妈妈无微不至的照顾我们，关心我们而我们却那么不听话，其实妈妈是为我们好，所以我们不能那样的对待妈妈。

妈妈的爱是无私的，我们应该好好孝顺妈妈，因为小时候她为我们付出的太多了，此时我多想喊一声：“妈妈！我爱您！”

心存感恩

关塘小学三（2）班丁天爱

感恩是早晨阳光拂面，真情是午夜月光如水。感恩是茉莉花香，看不到花瓣却芬芳满怀；真情是涓涓细水，闻不到声响却缓缓长流„„

草木为了感恩春的到来吐露芬芳；鲜花为了感恩夏的到来竞相绽放；硕果为了感恩秋的到来挂满枝头；雪花为了感恩冬的到来轻舞飞扬。

我感恩我的父母，是他们给予我的生命，给了我一个温暖的家，坚实而温馨的避风港，将永远成为我栖身的地方。当父母渴时，为他们端上一杯热茶；当父母累时，过去他们捶捶背，就是我的感恩。

我感恩我的老师，是他们教会我做人的道理，指引着我们前进的方向，给了我奋力攀登的勇气！因此我要努力学习，取得优异的成绩，来报答老师对我谆谆教诲。

我感恩我的朋友，是他伴我品味生活的酸、甜、苦、辣，让我体会到拥有友谊的快乐。当朋友伤心时，过去说几句安慰他的话，这是感恩；当朋友遇到困难时，伸出援助之手，这也是感恩。

感恩，不仅要感恩身边的人，还要感恩大自然的万事万物。感恩每一滴水，它带给我滋养；感恩每一支花朵，它带

给我芬芳；感恩每一朵白云，编织我的梦想；感恩每一缕阳光，托起我的希望！

对生活，我们永远心存感恩！