三喻文化视角下农村留守学生家庭教育缺失现状及对策研究

A Study on the Current Situation and Countermeasures of Lack of Family Education for Rural Left-behind Students from the Perspective of Three Figurative Cultures

近年来,我国城市化和工业化发展迅速,农村越来越多的人选择外出务工,其子女就成为留守学生,留守学生在学校已成为一种社会现象,他们有各自的临时监护人,但大多文化水平有限,在一定程度上缺少了家庭教育和家庭的有效监护。当前,我国正处于“三喻文化”传递模式共存的时代,文化传递是家庭教育的主要文化功能,也是三喻文化的根本,因此文化传递机制的不同也会影响留守学生的发展,导致家庭教育不同方面的缺失。从三喻文化的视角去分析留守学生家庭教育缺失现状,并提出合理对策以有效解决问题,从而更好地促进留守学生教育的发展。

In recent years,with the rapid development of urbanization and industrialization in China,more and more people in rural areas have chosen to go out to work to seek a living and create better living conditions for their children.Children have become left-behind students who live without their parents.They have their own temporary guardians,but due to their limited education,many children lack effective family education and guardianship to some extent.At present,China is in an era of coexistence of three figurative cultures.Cultural transmission is the main cultural function of family education and the foundation of the three figurative cultures.Therefore,different cultural transmission mechanisms can also affect the development of left-behind students,leading to the deficiency in different aspects of family education.This article analyzes the current situation of the deficiency in family education for left-behind students from the perspective of three figurative cultures and proposes reasonable countermeasures to effectively solve the problem,in order to better promote the development of education for left-behind students.