Over the years, although my country's education, finance, civil affairs and other departments have jointly organized activities, a lot of work has been carried out to protect children in need, such as reducing education fees, granting subsidies to children in need, providing more preferential education policies, attending regular classes, etc., which are important measures that are beneficial to their education and growth.
However, regarding the care and assistance education for children in need, especially among children in need, children in rural areas account for a large proportion and are in a more disadvantaged situation.
Children of this age group are at the critical stage of receiving basic education. However, this special group has difficulties caused by its own physiological reasons as well as social and family reasons. As a result, troubled children, especially those in rural areas, are difficult to get the same development opportunities, have no confidence in their future, and lack social skills and living abilities.
In the process of targeted poverty alleviation , the precise system support provided by education for children in distress is one of the key paths to transform children in distress from a self-losing subject to a self-made subject and a self-improving subject.
1. Research on the main countermeasures of accurate support for the education of rural children in difficulty
Intelligence is closely related to the characteristics of students in difficulty. Objectively, there are certain differences in intelligence. Students with different intelligences will have different acceptance and reinforcement effects of the same learning information.
It is precisely because of differences that students have low self-confidence, extremely low self-esteem, are very sensitive to their surroundings, are extremely anxious, and generally fall into extreme anxiety. Because of the lack of information for students in difficulty, some students are unwilling to make progress, and their days are like a year. They hate going to school. Classes are very painful, they have difficulty concentrating, and they are easily distracted.
These students are not active enough in learning, do not have the consciousness and purpose of students, have weak willpower, and form behavioral barriers accordingly.
Because he has serious behavioral and psychological problems, he is relatively slow in many areas at home and school. He is accustomed to negative comments from teachers and parents, and rarely feels satisfied and successful.
1. Raise attention awareness and strengthen school management
Schools have the key function of increasing social power, improving and innovating the school management system, enhancing teachers’ teaching level and teaching quality, and enhancing teachers’ awareness of caring for and caring for children in difficulties.
will also actively care for the study and life of children in difficulty, enable their guardians to fulfill their relevant responsibilities, deal with the psychological barriers of children in difficulty at the first time, and help children develop a cheerful personality.
Moreover, in terms of school supervision, relevant files should be established for children in need, and the files should be maintained and optimized within the specified time. In teaching activities, attention should be paid to the psychological, academic and family conditions of these children, so as to understand the problems of children in need at the first time and effectively carry out preventive education.
(1) Pay attention to the inner world of troubled students. Due to family or own problems, troubled children are full of anxiety, low self-esteem and helplessness. Students in distress either remain unknown to reduce their sense of existence, or they rely on arguments with teachers and parents to vent their emotions and gain more attention.
Therefore, teachers should see the problems hidden behind these performances, often understand their true thoughts, discover their shining lights, discover their strengths and advantages, and take different measures to encourage them.
improves their self-confidence, allows them to communicate more with classmates and show their true inner thoughts, thereby changing their views on learning and correcting their learning concepts.
(2) Exercise to enhance the psychological quality of students in difficulty. The key to a person's success lies in good psychological quality. The characteristics of students in difficulties include weak frustration tolerance, weak willpower, extreme low self-esteem and poor sense of responsibility.
(3) Educators should cultivate the psychological quality of students in difficulties based on different aspects, so that students can learn to be independent, so that students can continue to be strong, grow through setbacks, and meet the challenges of the times.
2. Research on Countermeasures for Precise Support of Education for Rural Children in Difficulty
Due to their family circumstances or their own problems, children in rural distress often have psychological problems such as low self-esteem, rebellion, and lack of responsibility and self-motivation. They are unwilling to deal with strangers and are unwilling to communicate their inner thoughts with others. In the long run, behavioral disorders will appear, and in serious cases, they may even engage in behaviors that endanger society.
First of all, you need a professional psychological counselor to conduct a professional diagnosis. Because the situation of each rural child in distress is different, communication with the child and his or her guardian must be carried out before psychological intervention.
These children have different situations. Some parents are involved in drugs, some parents have passed away, and some children themselves are disabled. They generally lack family affection, and many of them have psychological problems such as lovelessness, low self-esteem, isolation, and unsociability. They cannot blindly treat everyone equally and need to analyze specific issues .
can pair a child with a psychological counselor and a professional social worker to conduct an accurate diagnosis and help children get out of their psychological dilemma through children's psychological needs screening, establishment of service files, group psychological training, and case consultation and counseling.
Secondly, schools, families and society must work together to create an environment suitable for the growth of children in rural poverty. Children's psychological personality is in the developmental stage. On the one hand, their understanding of the world comes from the precepts and deeds of parents or other guardians at home, and on the other hand, it comes from the acquired education of school teachers and social personnel.
The living environment of children in rural distress is basically composed of families, schools and villages. Their hearts are fragile and sensitive. The family should spend more time with their children and communicate with them more. When parents are not around their children, parents should also understand their children's dynamics through other media and correct their children's inappropriate behaviors from time to time. Teachers and classmates in
schools should also pay more attention to them, do not look at them in a strange way, and be friends with them as equals. Teachers should also provide psychological counseling from time to time, actively pay attention to their study and life, and let rural children in difficulties feel the warmth of their hearts.
3. Research on Countermeasures for Accurate Educational Support Content for Rural Children in Distress
The living conditions of children in rural areas are poor. Many families of children in distress have no labor force members, or the main labor force members are seriously ill, resulting in the inability to shoulder normal support or support obligations for children in distress.
The actual guardians are usually grandparents or other relatives, who have no labor force and are generally older in age. There is a large communication gap with children.
Or one guardian is responsible for the guardianship of multiple children, unable to care for each and every aspect. Children in need lack necessary supervision and protection, healthy growth is ignored, and children's physical and mental disorders or imbalances occur. What's more, if the parents have intellectual disabilities and beat and scold their children, their lives are in danger.
First of all, what children in rural poverty need is to ensure their basic life. In addition to basic financial subsidies, their parents or other guardians should also be provided with family education .
Because parents of children in rural areas generally have low educational levels and have no scientific understanding of how to educate their children correctly, family education is inappropriate and family education services need to be strengthened.
Government or community workers can distribute popular science materials and provide explanations, hold regular training courses, provide assistance and pairing, and increase education efforts, especially in poor and remote areas where rural children in need are located, with inconvenient transportation and lack of information, and there is a greater need for the popularization of family education.
Secondly, educational subsidies for rural children in need are mainly in the form of "two exemptions for and one subsidy for ", grants, scholarships, etc. The standard for the payment of these student subsidies should not only be the "minimum living allowance" standard. Some low-income families whose family income is slightly higher than the minimum living allowance standard should also receive educational support.
This requires community workers to go deep into the homes of children in need and fully understand their family situations. Now many provinces have proposed free compulsory education, free high school education and free preschool education for children in need. It is hoped that these policies will be implemented.
4. Research on Countermeasures of Accurate Support Methods for Education of Children in Rural Difficulties
The traditional means of educational assistance for children in rural poverty are in the form of "flood irrigation", which involves unified planning of rescue plans and centralized rescue, which cannot take into account the specific needs of children in difficulty. Therefore, the support effect is not obvious. To solve these problems, communication and cooperation between the government, families and communities (villages) are required, and accurate identification and accurate education are required.
We must first accurately identify these children in rural distress. For street children, they should first be sent to local rescue stations to ensure their basic survival and provide temporary care.
uses a variety of methods to find relatives. Unclaimed children must ensure that they receive basic education. For older children, in addition to learning basic school knowledge, they are taught vocational skills based on their personal circumstances so that they can gain a foothold in society.
In addition, community workers should also conduct inspections from time to time to discover children in need of rescue in a timely manner. For left-behind children and children with disabilities, it is necessary to collect information on their families’ economic situation, education situation, living conditions and practical assistance needs.
After fully understanding their basic situation, we "treat headaches, treat headaches, and treat pains," and "prescribe the right medicine." For left-behind children in rural areas whose families are extremely poor, the community should include the families of children in distress who meet the application conditions into the national minimum living allowance , assist them in applying for temporary assistance and medical assistance, and carry out targeted material assistance.
applied for public welfare projects, linked social resources, and distributed school supplies, daily necessities, sporting goods, scholarships, clothing, shoes, and other materials to many children. For the underage children of prisoners, prison visit services should be implemented for them, they should be allowed to meet with their parents regularly, and psychological counseling should be provided to them.
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