教育社会学背景下农村学前儿童冲突教育现状及提升策略

Research on Current Situation and Promotion Strategies of Conflict Education for Rural Preschool Children under Background of Sociology of Education

随着乡村教育事业的振兴,以教育社会学理论为基础对农村地区学前儿童进行冲突教育已经逐步受到社会的重视。由于我国农村地区教育的软硬件环境与城市存在着较大差别,因此缺乏甚至没有对农村学前儿童进行过冲突教育。鉴于长期以来农村地区留守儿童学前教育存在的不足,如果不基于教育社会学的理论背景进行儿童冲突教育,只是简单地进行说服教育,很容易使农村学前儿童的人格发生扭曲变形,不利于农村儿童的健康成长。基于教育社会学背景,分析农村学前儿童冲突教育的现状,并探讨提升农村学前儿童冲突教育水平的对策,以期为农村学前儿童的冲突教育有所帮助。

With the revitalization of rural education, Conflict education for preschool children in rural areas on the basis of sociology of education theory has gradually been attached importance by society. Because the software and hardware environment in rural areas is quite different from that in cities, there is little or no conflict education among preschool children in rural areas. In view of the persistent deficiencies in preschool education for left-behind children in rural areas, if conflict education for children is not based on the theoretical background of the sociology of education, but simply persuasion education, it is easy to distort the personality health of rural preschool Children, which is not conducive to the healthy growth of rural children. Based on the background of sociology of education, this paper analyzes the present situation of conflict education of rural preschool children, and probes into the countermeasures and measures to improve the level of conflict education of rural preschool children, so as to contribute to the conflict education of rural preschool children.