义务教育高质量发展视角下农村留守儿童隐性辍学原因及对策——基于马斯洛需要层次理论

Causes and Countermeasures of Recessive Dropout of Rural Left-behind Children from Perspective of High-quality Development of Compulsory Education—Based on Maslow's Hierarchy of Needs

目前,我国义务教育已由外延式发展的普及化转向了高质量发展的新阶段,然而在农村留守儿童间蔓延的隐性辍学问题正逐渐成为阻滞我国义务教育高质量发展的“瓶颈”。其原因在于,这些儿童的心理需要难以得到满足,导致其缺乏学习的内驱力。由此,政府应以家庭教育为基础、学校教育为纽带、社会教育为引导,搭建家校社“三位一体”同心合育教育生态格局。通过构筑多元参与防治制度、保障农村留守儿童身心安全,建立关爱帮扶长效机制、满足农村留守儿童归属与爱的需要,打造“三教结合”共同体、树立农村留守儿童尊严感,重构教育评价体系、推动农村留守儿童自我实现等策略,解决农村留守儿童的隐性辍学问题,提升义务教育质量。

At present,China's compulsory education has shifted from the popularization of extensive development to a new stage of high-quality development.However,the recessive dropout problem among left-behind children in rural areas is gradually becoming a“bottleneck”that hinders the high-quality development of China's compulsory education.The reason is that the psychological needs of these children are difficult to be met,resulting in their lack of internal drive for learning.Therefore,the government should take family education as the basis,school education as the link and social education as the guidance to build a“trinity”education ecological pattern of concentric education among family,school and society.Strategies are put forward,such as constructing a multi-participation prevention and control mechanism to ensure the physical and mental safety of rural left-behind children;establishing a long-term mechanism of care and assistance to meet the needs of ownership and love of rural left-behind children;making a community of“combination of three kinds of education”to establish a sense of dignity for left-behind children in rural areas;reconstructing the education evaluation system to promote the self realization of rural left-behind children so as to solve the recessive dropout problem of rural left behind children and improve the quality of compulsory education.