ResearchontheEducationalProblemsofthe“Left-behind”Children英文資料文檔參考

第PAGE第9頁ResearchontheEducationalProblemsofthe“Left -behind”ChildrenAbstract:Theeducationalproblemsofruralchildrenleftbehind byparents whohavemigrated to the cities in search of jobshavedrawnmuchattention.Thearticleusesacasestudyasamainresearchmethodtoanalyzetheyoung “l(fā)eft -behindpeople’seducationalproblems,showingthatcountermeasuresofgovernmentpolicies,socialassistanceandothermeasurescansettlemanyoftheproblemscurrentlybeingexperienced.IntroductionFrommanyvillagesofChina,alargenumberoffarmworkersgotothebigcitiesinsearchofbetterjobs,leavingtheirsonsordaughtersintheirhometowns.The “l(fā)eft -behind”children,whoareusuallytakencareofbytheirgrandparentsorotherrelatives,areadisadvantagedgroupwithmanyproblems,ofwhich the educational onesare prominent. If these children cangetagoodeducationthroughtheirfamily,schoolandsociety,therewill beapositive rather than negative effect onthe rural communityin the future. Thearticle usesacasestudy asamainresearch method,analyzing the young“l(fā)eft -behind” people’s educational Thecausesandnatureofthemigrantchildren ’seducationalproblems require countermeasures, the mostimportant being specialsocialpolicesandassistancemeasures,bothgovernmentalandnon-governmental.The “l(fā)eft -behind”children ’ssituationTheimpactoftherurallabormigrationon “l(fā)eft -behindchildrenFollowing the rapid increase in the numberof migrantworkers,thenumberofthe “l(fā)eft -behind”childrenisalsorisingfast.According to the report, there are about 20million “l(fā)eft -behindchildrenby2007inruralChina(Share).Thesechildrenareconcentrated inthe provinces ofSichuan, Anhui, Jiangxiand wheretheeconomiclevelisrelativelylow.Therealsoexist“l(fā)eft -behind”childreninthemoredevelopedcitiessuchasGuangdong,Hainan, Zhejiang andJiangsu. In Kaihua Countyof City, Zhejiang Province, amongthetotal population of 340,000, morethan 80,000 peasants workawayfrom homemostof the year, sotherearemorethan11,000childrenwhohavebeenleftbehindinruralvillageswhiletheirparentsmigratetocitiesinsearchofwork(Wang28).OuLanying,a12-year-oldgirl,isoneofthe“l(fā)eft -behind”children. Shelives with hergrandparents in avillagetwohourseastofChangsha,capitalofsouthernHuanProvince.Whenshewasonlysixmonthsold,herparentsleftthesmall rural communityto find workin the city. not seenthemsince.0fthe716studentsatShantianSchool,whichOuattends,275havetwoabsent parents, migrant workers whosometimessendhomemoney,but rarely, if ever, makeit backthemselves. Asoneor bothparents are working far awayfrom home,the task of caring for thesechildrenhasshiftedfromparentstosingleparent,grandparentsortheirrelatives,manyproblemshavearisentoOuandother“l(fā)eft -behind”childrenlikeher.3.2Theexternalreasons.Problems of underachievement are associated with lowlevels parentalavailabilityandguidance,andalackofopennessinparent- childrelations(Gurman46).Most “l(fā)eft -behind’childrengrowupwiththeirgrandparentsandrelativeswhoarenotcapableof disciplining andguiding themeffectively, sothechildren becomealienated from andadjusts poorly to school. Onthe other hand, theschoolalsoneglectsthe “l(fā)eft -behind”children ’sneedcannotofferthetimelysupport.Teacherstypicallyrenderlessassistance to “Left -behind”childrenthantoothers.Manyteachersregardthese “l(fā)eft -behind”childrenas “inferiorstudents”whoarenotlikelytoriseother ’sconcerninschools.Possiblybecauseofincreasedresponsibilitiesathome,the“l(fā)eft -behind”childrendon ’tdressastidilyasothersandareofteninattentiveinclass.CountermeasuresThesolutiontoeducationalproblemsliesincombatingthenegativeimpactson “l(fā)eft -behind”youthswitheffortsfromfamilies,villagecommunities,schools,volunteers,expertsandpolicymakers.TheresponsibilitiesoffamilyandcommunityThefamilyservesimportanteconomic,recreational,emotional, social, andeducational functions for the children.Themigrant workers should try their best to live with the children.TheChinesegovernmentiscurrentlydrummingupmeasurestowardsthese “l(fā)eftbehind ”children,andisusinglegislativemeanstoensure that going forward, moreChinesemigrantworkers cantohavetheirchildrenbytheirside.InoneofthemeetingsofChina’slegislativeorganizationslastmonth,theLawCommitteeof the National People’s Congressproposed a“draft of educational act” that requires local governments to give childrenofmigrantworkersequaleducationalopportunities.Thiswouldenable moremigrant workers to bring their “l(fā)eft -behind”childrentolivebytheirside.Iftheparentshavenoconditionstorearthechildrenbytheirside,theyneedtocommunicatewiththeirchildren easily through telephones, which candeepentheaffectionbetweenparentsandchildren.Inaddition,chattingonthephonecanalso exert asubtle positive influence onthe children, in children canlearn byexamplehowto communicatewith their parents.Agoodexampleoftheresponsibilityofcommunityforthe“l(fā)eft -behind”childrenis “Left -behindChildren ’sClub”KaihuaCountyofQuzhouCity,ZhejiangProvince.Theclubsareusually established bythe local population andequipped with sports facilities, aTV,computers, andsoon. Thechildren usuallycometotheclubafterschool,doingsportsortheirhomework.Inthe club, the older children cantake care of the younger ones. maylearnpeercommunicationandmutualhelp,whichisdefinitelybeneficialfortheirhealthydevelopment(Wang29).School’sroleGiventhepervasivenessofthesesocialproblemsandtheobstacles that they present, the role of the school hasbeenexpandedtohelpsocietyrespondtotheseproblemsmoreeffectively.Asasociety wehavecometo recognize the contributions that school canmakeaspromotersofpersonaladjustmentandguardiansofthephysicalhealthofchildren.Consequently,theroleoftheschoolhasexpandedbeyondalimitedfocusonbasicacademicskillstoencompassconcernaboutarangeofsocialproblemsthatthreatenthepsychologicaladjustmentandphysicalwell-beingofchildren(Barbarin153).ShantianSchool ’s “FamilyLoveProject ”isconsideredoneofthemostsuccessfuleducationmodelsof“l(fā)eft -behichildrenatpresent.Eachteacherintheschoolagreed to “foster ” two, sometimesthree or more, “l(fā)eft -behindkids.Theyformafamilyandataminimumtheeachguardianagreestoonetalkwithhiswardaweek,oneevaluationperquarterandonebirthdaypartyayear.Thoughtheprojectcannotsolvealltheproblemsofthe “l(fā)eft -behind”children,itallowsthechildrentofeeltheyhavearoleintherunningoftheirlivesandtherebytofeellessleftoutandisolated.SocialaspectTheeducationalproblemsofthe “l(fā)eft -behind”childrenneedtheattentionofallthesociety,includinggovernmentandnon-government.Ontheonehand,lawsandregulationsshouldbeimprovedandgovernmentsofalllevelsshouldtaketheinitiativetostrengthentheprotectionoftherightsandinterestsof“l(fā)eft -behind”children.Theurbanhouseholdregistrationsystemisthemainreasonthatrestrictstheinflowofruralparentstogetherwiththeirchildren.Becausechildrenfromruralareascannotregisterasurbanresidents,theycannotenjoythesameconditionsaslocalchildreninthecities.Theappointedschoolsthatacceptthemigrantworkers ’childrenareusuallyinpoorconditions. Evenchildren fromrural areaenter schools in the city,they haveto gobackto their county to take the university examination.Ontheotherhand,publicityoftheactivityshouldbepromoted, soasto motivate the society to care for these children.The“SharetheBlueSky:CareforLeft -BehindChildren ”projectwaslaunchedthroughavideophoneconferenceheldinBeijingonMay5ytheAll- aWome’sFederation(ACWF)d2governmentagencies.Itaimstoimprovethelivingconditionsof“l(fā)eft -behind”children of the migrant workers andto promotethei healthydevelopment,whichconsistsoffouractionsrangingfromgiving themsupport, protecting theirrights, showingthemthat careandpublicizingtheirneedsandproblemstoraisepublicawareness(Share).ConclusionThescale of the “l(fā)eft -behind”children is sobig that it closeattention.Whetherthesechildrencouldgetgoodeducationfromfamily,schoolandsocietywillhavemuchinfluenceonthepopulationqualityinruralareasinthefuture.Solvingtheeducationalproblemsof “l(fā)eft- behind”childrendependsonthejointseffortsofgovernment,society,schoolandfamily.WorksCited:Barbarin, OscarA.Family Functioning andSchool FamilySystemPerspectives[J].SchoolPsychology:ASocialPsychological Perspective. Eds. Frederic J. Medway.,andThomasCafferty.Hillsdale:Broadway,1992.Gurman,A.S.Theroleofthefamilyinunderachievement[J].JournalofSchoolPsychology.1970.8(1)48-53.Left-behind Children ShouldNotBeForgotten[EB/OL]. 21Oct.2005.ChinaDaily.15Jan.2009.Mccabe, Alieen. Chinesechildren left behind[EB/OL]. 17Nov.2007.CanWestNewsServices.17Jan.2009.PengWenbo.,andGaoYabing.AResearchonleft-behindChildren School Adaptive Behavior BasedonTeachers' JournalofZhejiangEducationInstitute.5(2008).SharetheBlueSky:CareforLeft-behindChildren[EB/OL].Oct..All- aWome’sFederation.9Jan.[7]WangXianglin.TheLeft-in-hometownChildren'sClubinKaihuaCounty[M].ChinaPopulationToday.Z2(2007):28-30.衛(wèi)生管理制度1 總則1.1 為了加強公司的環(huán)境衛(wèi)生管理，創(chuàng)造一個整潔、文明、溫馨的購物、辦公環(huán)境，根據(jù)《公共場所衛(wèi)生管理條例》的要求，特制定本制度。1.2 集團公司的衛(wèi)生管理部門設在企管部，并負責將集團公司的衛(wèi)生區(qū)域詳細劃分到各部室，各分公司所轄區(qū)域衛(wèi)生由分公司客服部負責劃分，確保無遺漏。2 衛(wèi)生標準2.1 室內(nèi)衛(wèi)生標準2.1.1 地面、墻面：無灰塵、無紙屑、無痰跡、無泡泡糖等粘合物、無積水，墻角無灰吊、無蜘蛛網(wǎng)。2.1.2 門、窗、玻璃、鏡子、柱子、電梯、樓梯、燈具等，做到明亮、無灰塵、無污跡、無粘合物，特別是玻璃，要求兩面明亮。2.1.3 柜臺、貨架：清潔干凈，貨架、柜臺底層及周圍無亂堆亂放現(xiàn)象、無灰塵、無粘合物，貨架頂部、背部和底部干凈，不存放雜物和私人物品。2.1.4 購物車（筐）、直接接觸食品的售貨工具（包括刀、叉等）：做到內(nèi)外潔凈，無污垢和粘合物等。購物車（筐）要求每天營業(yè)前簡單清理，周五全面清理消毒；售貨工具要求每天消毒，并做好記錄。2.1.5 商品及包裝：商品及外包裝清潔無灰塵（外包裝破損的或破舊的不得陳列）。2.1.6 收款臺、服務臺、辦公櫥、存包柜：保持清潔、無灰塵，臺面和側(cè)面無灰塵、無灰吊和蜘蛛網(wǎng)。桌面上不得亂貼、亂畫、亂堆放物品，用具擺放有序且干凈，除當班的購物小票收款聯(lián)外，其它單據(jù)不得存放在桌面上。2.1.7 垃圾桶：桶內(nèi)外干凈，要求營業(yè)時間隨時清理，不得溢出，每天下班前徹底清理，不得留有垃圾過夜。2.1.8 窗簾：定期進行清理，要求干凈、無污漬。2.1.9 吊飾：屋頂?shù)牡躏椧鬅o灰塵、無蜘蛛網(wǎng)，短期內(nèi)不適用的吊飾及時清理徹底。2.1.10 內(nèi)、外倉庫：半年徹底清理一次，無垃圾、無積塵、無蜘蛛網(wǎng)等。2.1.11 室內(nèi)其他附屬物及工作用具均以整潔為準，要求無灰塵、無粘合物等污垢。2.2 室外衛(wèi)生標準2.2.1 門前衛(wèi)生：地面每天班前清理，平時每一小時清理一次，每周四營業(yè)結(jié)束后有條件的用水沖洗地面（冬季可根據(jù)情況適當清理），墻面干凈且無亂貼亂畫。2.2.2 院落衛(wèi)生：院內(nèi)地面衛(wèi)生全天保潔，果皮箱、消防器械、護欄及配電箱等設施每周清理干凈。垃圾池周邊衛(wèi)生清理徹底，不得有垃圾溢出。2.2.3 綠化區(qū)衛(wèi)生：做到無雜物、無紙屑、無塑料袋等垃圾。3 清理程序3.1 室內(nèi)和門前院落等區(qū)域衛(wèi)生：每天營業(yè)前提前10分鐘把所管轄區(qū)域內(nèi)衛(wèi)生清理完畢，營業(yè)期間隨時保潔。下班后5-10分鐘清理桌面及衛(wèi)生區(qū)域。3.2 綠化區(qū)衛(wèi)生：每周徹底清理一遍，隨時保持清潔無垃圾。4 管理考核4.1 實行百分制考核，每月一次（四個分公司由客服部分別考核、集團職能部室由企管部統(tǒng)一考核）。不符合衛(wèi)生標準的，超市內(nèi)每處扣0.5分，超市外每處扣1分。4.2 集團堅持定期檢查和不定期抽查的方式監(jiān)督各分公司、部門的衛(wèi)生工作。每周五為衛(wèi)生檢查日，集團檢查結(jié)果考核至各分公司，各分公司客服部的檢查結(jié)果考核至各部門。4.3 集團公司每年不定期組織衛(wèi)生大檢查活動，活動期間的考核以通知為準。衛(wèi)生管理制度1 總則1.1 為了加強公司的環(huán)境衛(wèi)生管理，創(chuàng)造一個整潔、文明、溫馨的購物、