【摘要】：根據(jù)權(quán)威調(diào)查,中國農(nóng)村的留守兒童數(shù)量超過了6100萬,這一數(shù)字每年還在呈遞增之勢。其中,57.2%的留守兒童是父母一方外出打工,42.8%的留守兒童是父母同時外出的,留守兒童中79.7%是由隔輩親人撫養(yǎng),13%的孩子被托付給親戚或者朋友,更有7.3%為不確定或者無人監(jiān)護,這些農(nóng)村留守學(xué)生正獨自面對著生活和成長中的困難和煩惱。許多的農(nóng)村留守學(xué)生因為家庭教育的缺失、學(xué)校教育的不完善以及社會不良因素的影響,人格發(fā)展現(xiàn)狀令人擔(dān)憂。關(guān)注這一群體的健康成長事關(guān)我國未來社會發(fā)展,我們作為語文教師要利用語文教學(xué),采取積極措施來改變他們的現(xiàn)狀,培養(yǎng)他們健康的人格。本論文共分為四章。第一章是引言部分。首先介紹了本論文的研究背景、目的及意義。然后闡述了論文的研究方法和創(chuàng)新之處。最后闡述了國內(nèi)對留守學(xué)生現(xiàn)狀的研究。第二章是農(nóng)村初中留守學(xué)生及其人格教育現(xiàn)狀的透視。首先介紹了什么是健康人格以及健康人格的標(biāo)準(zhǔn)。其次家庭教育在培養(yǎng)留守學(xué)生健康人格方面存在的問題、農(nóng)村初中留守學(xué)生自身人格存在的問題和農(nóng)村初中學(xué)校在留守學(xué)生人格教育方面存在的問題等三部分詳細(xì)分析了農(nóng)村初中留守學(xué)生人格成長的現(xiàn)狀。第三章分析了初中語文蘊含的培養(yǎng)農(nóng)村初中留守學(xué)生健康人格的豐富素材。這一章主要闡述了初中語文教材中蘊含的有利于培養(yǎng)留守學(xué)生健康人格的豐富素材,在培養(yǎng)留守學(xué)生感恩生命、感恩父母人格、培養(yǎng)留守學(xué)生愛國主義人格、培養(yǎng)留守學(xué)生堅強人格、幫助留守學(xué)生樹立正確人生觀等五個方面進行詳細(xì)的闡述。第四章論述了語文教學(xué)中培養(yǎng)農(nóng)村初中留守學(xué)生健康人格的策略和方法。主要從三大部分進行了具體的闡述,第一部分主要論述了語文教師的榜樣力量是培養(yǎng)留守學(xué)生健康人格的關(guān)鍵。第二部分主要論述了語文課堂教學(xué)是培養(yǎng)留守學(xué)生健康人格的主陣地。第三部分主要論述了語文課外活動是培養(yǎng)留守學(xué)生健康人格的延伸。最后是論文的結(jié)語部分,分為研究結(jié)論和研究展望兩部分,對本論文的研究進行了總結(jié)和展望。
[Abstract]:According to authoritative surveys, the number of children left behind in rural China exceeds 61 million, increasing every year. Among them, 57.2% of the left-behind children were left by one of their parents and 42.8% of the left-behind children went out at the same time. 79.7% of the left-behind children were raised by intergenerational relatives and 13% of the children were entrusted to relatives or friends, and 7.3% were uncertain or unsupervised. These rural left-behind students are facing difficulties and troubles in life and growth alone. Because of the lack of family education, the imperfect school education and the influence of bad social factors, many rural left-behind students are worrying about the present situation of personality development. Paying attention to the healthy growth of this group is related to the future social development of our country. As Chinese teachers, we should make use of Chinese teaching, take active measures to change their current situation and cultivate their healthy personality. This thesis is divided into four chapters. The first chapter is the introduction. Firstly, the research background, purpose and significance of this paper are introduced. Then elaborated the thesis research method and the innovation place. At last, this paper expounds the current situation of left-behind students in China. The second chapter is the perspective of the current situation of rural junior middle school students and their personality education. First of all, it introduces what is healthy personality and the standard of healthy personality. Secondly, the problems of family education in cultivating healthy personality of left-behind students, There are three parts: the problems of left behind students' personality in rural junior high school and the problems in personality education of rural junior middle school students. The present situation of personality growth of rural junior middle school students is analyzed in detail. The third chapter analyzes the rich material of cultivating the healthy personality of rural junior middle school students. This chapter mainly expounds the rich material contained in the junior middle school Chinese teaching material which is conducive to cultivating the healthy personality of the left-behind students, which is helpful to cultivate the left-behind students' grateful life, grateful parents' personality, and the patriotic personality of the left-behind students. To cultivate the strong personality of the left-behind students and help them to set up a correct outlook on life are elaborated in detail. The fourth chapter discusses the strategies and methods of cultivating healthy personality of rural junior middle school students in Chinese teaching. Mainly from three major parts of the specific elaboration, the first part mainly discusses the Chinese teacher's role model is the key to cultivate the left behind students' healthy personality. The second part mainly discusses that Chinese classroom teaching is the main position of cultivating healthy personality of left-behind students. The third part mainly discusses that extracurricular activities are the extension of healthy personality of left-behind students. The last part is the conclusion of the paper, which is divided into two parts: conclusion and prospect.
【學(xué)位授予單位】：信陽師范學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.3

【參考文獻】

相關(guān)期刊論文 前7條

1 周建標(biāo);;如何培養(yǎng)留守兒童的健康人格[J];中國農(nóng)村教育;2013年10期

2 鄭妍;;語文教學(xué)應(yīng)承擔(dān)學(xué)生德育的教育[J];科技資訊;2008年33期

3 余四忠;;關(guān)于農(nóng)村留守兒童教育問題的思考[J];浙江青年專修學(xué)院學(xué)報;2008年04期

4 馮喜國;;語文教學(xué)中健康人格的塑造[J];西北職教;2008年04期

5 馬述森;;感恩教育與青少年健全人格的培養(yǎng)[J];遼寧行政學(xué)院學(xué)報;2007年04期

6 國家人口發(fā)展戰(zhàn)略研究課題組;;國家人口發(fā)展戰(zhàn)略研究報告[J];人口研究;2007年01期

7 鄧濤;教育視域里的生命教育[J];教書育人;2002年16期

相關(guān)碩士學(xué)位論文 前10條

1 馮素恒;語文教育與農(nóng)村初中留守兒童德育教育[D];廣西師范大學(xué);2015年

2 李秀玉;語文情感教育對留守兒童情感缺失彌補的實踐研究[D];哈爾濱師范大學(xué);2014年

3 全曉星;語文情感教育在留守兒童教育中的實施策略[D];貴州師范大學(xué);2014年

4 王麗萍;農(nóng)村留守兒童品德教育研究[D];山西農(nóng)業(yè)大學(xué);2013年

5 張聰聰;農(nóng)村留守兒童語文學(xué)習(xí)現(xiàn)狀及教學(xué)對策研究[D];山東師范大學(xué);2013年

6 苗小強;我國農(nóng)村留守兒童人格教育問題研究[D];蘭州大學(xué);2011年

7 周定;農(nóng)村留守兒童的情感問題與學(xué)校的教育應(yīng)對[D];湖南師范大學(xué);2010年

8 白艷華;農(nóng)村留守兒童思想道德教育研究[D];內(nèi)蒙古大學(xué);2009年

9 瞿花平;從語文課程角度探討農(nóng)村留守兒童教育問題與對策[D];貴州師范大學(xué);2008年

10 陳繼鋒;中學(xué)語文教學(xué)中德育滲透的實踐與研究[D];上海師范大學(xué);2006年

，

本文編號：2138526