有关留守儿童的生活现状调查问卷报告英语作文

导读：　有关留守儿童的生活现状调查问卷报告英语作文篇一《农村留守儿童生活现状调查问卷》 ...

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有关留守儿童的生活现状调查问卷报告英语作文篇一
《农村留守儿童生活现状调查问卷》

四川省xx县xx乡留守儿童生活现状调查问卷

您好！我是xx大学的学生，为了进一步了解农村留守儿童的生活情况，组织了这次问卷调查。本次调查为匿名调查，您只需根据自己的实际情况填写。真诚地希望能得到您的支持和配合，非常感谢您填写这份问卷！祝您和您的家人春节愉快，生活顺利！

1. 您的性别是_______

A.男 B.女

2. 您的年级是_________

A.小学1-3年级 B.小学4-6年级 C.初中

3.您的家中是否还有其他亲人________

A.兄弟 B.姐妹 C.无

4.父母外出打工情况________

A.均外出打工 B.父亲外出打工 C.母亲外出打工

5.父母外出打工时，您由谁抚养_______

A.爷爷奶奶 B.外公外婆 C.自己 D.其他

6. 父母外出打工时，您的想他们吗________

A.很想 B.偶尔想 C.不想

7. 您和父母的联系是否密切_______

A.是 B.否

8. 您每年能见父母几次_______

A.1-3次 B.5-10次 C.很多次

9. 您的父母在哪里打工_______

A.省内 B.省外 C.国外

10. 您的父母外出打工多久回来一次______

A.1年以内 B.1~2年 C.3~5年 D.更久

11.您觉得父母在身边好，还是不好_______

A.好 B.不好 C.没关系

12.您遇到困难时怎么办______

A.给父母打电话 B.找老师 C.找同伴 D.谁也不找

13.您在学校里有多少朋友_______

A.5个以上 B.3-4个 C.1-2个 D.没有

14.你会觉得没有安全感_______

A.非常 B.一般 C.偶尔 D.从不

15.有心事时，一般向谁诉说_______

A.父母 B.老师 C.同伴 D.其他亲人 E.不说

16.在学习上，你希望________（可多选）

A.得到更多的指点、辅导 B.希望和同学一起学习、玩耍

C.自己学习，为父母争光 D.希望老师多指点，辅导

E.希望有跟多的经济和学习资源 F.不想读了，想外出和父母一起打工

17.对于自己的未来有何打算或想法（选做）

答：

有关留守儿童的生活现状调查问卷报告英语作文篇二
《留守儿童英语作文》

Left-behind children

In rural China, there are such a group of children, their parents go out to work in order to survive.They have to stay in the countryside, living with

grandma and grandpa. This makes their childhood lost a lot of parental love.It has a great influence on their psychological growth.Generally chidren most rely on the parents.So left-behind children are perhaps the most lonely people in China.

As a group, what are some of the distinctive

features?

Why called them the "left-behind" children? For their parents always go out to the more developed area to work to support their family. Also because of this, the communication between the children and parents is very less.

For parents cannot live with them, nearly 80 percent of the "left-behind" children are temporary cared by grandparents or their relatives, very old and have low knowledge level, so they do not have the ability to supervise the children learning. With the low education level in the rural area, the "left-behind" children cannot be educated normally, not only in knowledge study but in mental health also. No one supervises them in study, they give up their study, some even drop out of the school. According to a research from the china Renmin University, only 88 percent of 1 the 4-year-old "left-behind" children is still studying in school.

No study and no love from parents, many "left-behind" children feel they

are Inferior to the same age children and are abandoned. They become psychological distortion. This is the precursor of the crime!

Why are they alone

China has raised anew special social group , the left-behind children which means that they are left by their parents who have to become migrant workers and work in urban areas far away from their homes to earn living and have to stay in the rural areas. House after house, the same family tale repeats itself: The parents migrated to the big cities for work; their young children stay with grandparents, great-grandparents or any other relatives

who can shelter and feed them. At the age of 10 or so, when the youngsters are considered old enough, many move into packed boardinghouses attached to their public schools.

It is a big group made of over 58 000 000 children. nearly a quarter of the nation's children and almost a third of its rural children are growing up without one or both of their parents. More than half of those were left by both parents. The youngsters face stark psychological and emotional challenges. many struggle to keep up with their lessons and end up abandoning school in their teens to join their parents on the road. it is a key point of their life to build a health character , however, the lack of care and guide from their parents makes them lose the sense of safety. Be fear of being hurt, they rather stay alone.

What might be some of the social impact of this lonely group?

1.As they are little educated by their parents,they lack of social expirence.It is easy for them to be made use of by outlaws.They may do illeagle

activities,such as stealing,robbry or traffick drug and so on.It is not a good news for social safety.

2. Most of them don’t do well in their study though they are long to

study.Today ,our society need people who have high quality.Most of them can only do manual activities in big cities rather than mental activities.It is a waste for the society.

3.Because they are cared too little,they will be hopeless if meet trouble,as time gose by,they become less likely to comulate with people.This character will cause lots of violent crime,such someone killed pupil outside school.They are like hidden time bomb.

有关留守儿童的生活现状调查问卷报告英语作文篇三
《留守儿童(英语作文)》

I'm a middle school student. （我是一名中学生）I'm writing to tell you something aroud us. （ 我现在要写信告诉你我身边的一些事情）Nowadays, there are many left-behind children whose parents work away from their hometowns.（现在这有许多父母因工作而离开家乡的留守孩） Most of them are from the coutryside, you know,（你知道，他们大多自农村） they have many problems.（他们有很多问题） They are always lonely and stressed out because they are short of their parents' love因为他们缺乏父母的关爱，性格孤僻，学习压力大） At the same time, they are easy to make mistakes even do some thing against the laws, because they're short of their families' care.（同是，由于缺乏家庭的关爱，他们容易犯错误甚至犯罪）。

我是一个中学生。（我是一名中学生）我写信告诉你我身边。（我现在要写信告诉你我身边的一些事情）如今，有许多留守儿童的父母工作远离家乡。（现在这有许多父母因工作而离开家乡的留守孩）大多数都来自农村，你知道，（你知道，他们大多自农村）他们有很多问题。（他们有很多问题）他们总是孤独和压力重重，因为他们缺乏父母的爱因为他们缺乏父母的关爱，性格孤僻学习压力大），在同一时间，他们很容易犯错误甚至对法律做的事，因为他们缺乏家庭的照顾。（同是，由于缺乏家庭的关爱，他们容易犯错误甚至犯罪）。

How to solve their problems?（怎样解决他们的问题呢） In my eyes, the government can set up a parents school for these children on holidays, （我们可以看到，政府利用节假日建立留守儿童家长学校。）you can organize" hand-in-hand" activity to call on more people to help them. （你能够组织”手拉手”活动来帮助他们）You can also raise money to donate to these children.（你也可以为这些孩子募集钱） As the song says:"If everyone gives their love, the world will be better."（就你一首歌里唱到的：只要人人都献上一片爱，世界将变成更美好的人间”） It's very important for us to pay more attention to these children if we want to build a harmonious society.（如果我们想要建立一个和谐的社会，关注这些孩子是很重要的）

如何解决他们的问题？（怎样解决他们的问题呢）在我的眼里，政府可以成立一个家长学校为这些孩子在假期里，（我们可以看到，政府利用节假日建立留守儿童家长学校。）你可以组织“牵手”活动，号召更多的人来帮助他们。（你能够组织”手拉手”活动来帮助他们）你也可以筹集捐款给这些孩子们。（你也可以为这些孩子募集钱）如歌说：“只要人人都献出自己的爱，世界将会更美好。”（就你一首歌里唱到的：只要人人都献上一片爱，世界将变成更美好的人间”）对我们来说是非常重要的关注这些孩子，如果我们想要的建设一个和谐的社会。（如果我们想要建立一个和谐的社会，关注这些孩子是很重要的）

有关留守儿童的生活现状调查问卷报告英语作文篇四
《关于留守儿童的调查问卷模板》

关于留守儿童生活状况的调查报告

亲爱的同学：

您好！这是一份有关留守儿童生活状况的问卷调查，本次调查为匿名调查，您的意见相当宝贵，真诚地希望能得到您的支持和配合，您只需根据自己的实际情况填写。调查结果仅供本课程报告使用，谢谢您的参与！祝您和您的家人暑假愉快，生活顺利！

Q1 你父母外出打工的情况是？（ ） (单选题)

A. A.父亲外出

B. B.母亲外出

C. C.父母均外出

Q2 您的父母外出打工多久回来一次？（ ） (单选题)

A. 1年以内

B. 1~2年

C. 3~5年

D. 更久

Q3 通常父（母）隔多久和你联系一次？（ ） (单选题)

A. 一周以内

B. 一周到一个月

C. 不固定

D. 不联系

Q4 当父母外出后，你的临时监护人是？（ ） (单选题)

A. 外公（外婆）

B. 舅舅（舅妈、姨妈、姨父）

C. 爷爷（奶奶）

D. 叔伯（婶娘、姑父、姑妈）

E. 其它

Q5 父母在家时和父母交流有困难吗？ （ ） (单选题)

A. 没有

B. 有一点

C. 无法交流

Q6 你寄宿后，生活能力（ ） (单选题)

A. 增强

B. 降低

C. 没变化

Q7 如果有条件你是否愿意跟父母生活在一起？ （ ） (单选题)

A. 是

B. 否

Q8 如果遇到困难你会采取什么方式解决？ （ ） (单选题)

A. 求助老师

B. 求助同学

C. 自己解决

更多问卷模板请上问卷网

Q9 你寄宿后，心理压力（ ） (单选题)

A. 增大

B. 减少

C. 一直没有

Q10 你现在想念父母的程度（ ） (单选题)

A. 不想

B. 偶尔想

C. 非常想

Q11 你在学校成绩如何？ （ ） (单选题)

A. 很好

B. 中等

C. 很差

Q12 你寄宿后，学习成绩（ ） (单选题)

A. 进步

B. 退步

C. 没变化

Q13 你的监护人对你的学习要求如何？（ ） (单选题)

A. 要求严格

B. 有时过问

C. 基本不管

Q14 你对学习的态度如何？ （ ） (单选题)

A. 听老师话，十分刻苦

B. 一般，不爱听老师话

C. 不努力，不爱听老师话

更多问卷模板请上问卷网

有关留守儿童的生活现状调查问卷报告英语作文篇五
《农村留守儿童英语作文》

Good morning everyone, I’m glad to give you a speech about the left-behind children. Nowadays, more and more people go from country to big cities to work. For various reasons, they left children at home. The children are called “left-behind children”. As we know, they have many problems.

Tough though money their parents earn by working hard outside, these children can live a better life and go to school, they are always lonely and stressed out because they are short of parents' love, there’s no one cares what they are thinking and what they want. At the same time, these children are likely to do something wrong even against the laws, because they're short of correcting and restriction.

Another big problem is that these left-behind children are badly lack of guarantee of safety. Without parents’ protection, they often have to face threats from others or even themselves. For example, during this Spring Festival，in my hometown，two little boys——one is 3，another is 5 played games beside a pool. Their parents worked in big city and the senior at home didn’t look after them well. Unfortunately, tragedy happened, the two boys fell into the pool and drowned, their mother went mad.

So, it’s very necessary to avoid more tragedy. But what can we do ?

In my eyes, the school can set up psychological counseling room to make the teachers be well aware of children’s thought and give help in time. Second，the government can found parents school to tell parents give more care for children and teach them how to do it better. Third, we can call on people to help them, for example, we can call for people to create more opportunity for the left-behind children to move into big city to live with there parents. Forth, we can also raise money to donate to these children，for example，we can increase investment in public facilities in countryside so that children can play recreational facilities instead of playing in dangerous places like the pool. The last but not the least, we should help the left-behind children build up mind of self-strong, self-protect, and amour-proper. It is themselves that who can take care of them the best.

In a word, it's very important for us to pay more attention to the left-behind children if we want to give them a bright future and build a harmonious society. So, let’s try to make a difference together. That’s all. Thank you.

政府应该建设好本地经济，扩大本地就业，另外，应该多开展关爱留守儿童、留守老人的活动，例如，为留守老人建老年人俱乐部，为留守儿童建村图书馆等等。

The government should build the local economy, expand local employment, in addition, should engage in more care left-behind children, staying the old man's activities, for example, for the left-behind old man built the old club, for left-behind children JianCun library and so on.

有关留守儿童的生活现状调查问卷报告英语作文篇六
《留守儿童现状的调查报告》

关于广西XXX留守儿童现状的调查报告

摘要：

随着我国经济的发展，农村进城务工人员的增多，农村留守儿童的数量呈增加的趋势。留在农村的留守儿童常年见不到自己的父母，而只能选择与其他的亲人居住在一起。在他们的日常生活中，他们缺乏父母的爱，尽管他们可以与父母打电话，但是这个却不能弥补孩子们内心对父母的思念，于是，留守儿童在日常的学习生活中存在一些与其他孩子不同的地方，如留守儿童在性格上形成厌世自闭、社会逆反、性格孤僻、空虚、自卑、胆怯、没有精神寄托；情绪波动大，孤独、寂寞、敏感、焦虑、急躁、任性、抑郁、苦闷、烦恼、脆弱等消极情绪困扰着他们；在生活中表现出不会与人相处、任性，不合群、暴力，逃学，上网成瘾、早恋等状况；学习成绩普遍不好，留守儿童引发出一系列的心理和教育的相关问题。

关键词：留守儿童 问题 对策与建议

正文：

一、调查背景：

据最新发布的《中国流动人口发展报告2012》显示，我国2011年流动人口达到2.3亿人，其中14岁及以下儿童占20.8%。我国流动人口流动正在由生存型向发展型转变，流动人口举家迁移比例上升，在流入地长期定居倾向明显。但由于受到经济条件的限制，很多农民工外出打工，却无力解决孩子进城就读面临的诸多现实问题，比如较差的住房条件、高昂的借读费用、工作不稳定无法照顾孩子等等。于是，他们只能选择将孩子留在农村，由长辈或其他人照看，留守儿童由此产生。这些儿童长期长期没有同父母一起生活，缺少父母的关爱、引导和教育。针对我国留守儿童的现状，我们利用暑假的时间，在我家乡广西贵港市XXX开展了关于留守儿童现状的调研活动，在调研活动中，我们以发放调查问卷的方式为主，并辅以现场咨询、查阅资料等方式，在整个调研活动中，我们共走访了3个自然村，调研了100个留守儿童家庭，并结合调查结果绘制了相关数据统计表格。

二、调查数据处理与分析：

1、关于留守儿童第二监护人的情况

表一：第二监护人身份统计（N=100）

表二：第二监护人年龄结构统计表（N=100）

表三：第二监护人文化程度统计表（N=100）

在调查中，在第二监护人情况方面，我们通过分析数据，做出以上表格，由表格可知，农村留守儿童的第二监护人，从监护人身份这方面来看，爷爷奶奶占据了76%的比重，而作为同级的外公外婆所占比重相对较少，表现出明显的农村“养儿育女、传宗接代”的模式；从第二监护人年龄结构这方面来看，60岁到70岁这个年龄段的居多，与留守儿童的年龄相比，显现出明显的年龄差距，代沟存在的问题相对严重，毕竟他们所处的时代不同；从第二监护人接受教育的文化程度这方面来看，竟有82%的监护人是文盲，接受教育的少之又少，当留守儿童在学习上遇到一些问题时，他们又能咨询谁呢？由此而想，一个亟需接受教育的儿童，在一个“文盲监护人”的抚养下，他的学习会是一个怎样的情况，这样怎能利于留守儿童的成长！综而述之，单是第二监护人这方面就对留守儿童的成长造成极大地危害，不利于他们今后的发展。

2、关于留守儿童在校成绩、在校行为表现情况

表四：留守儿童在校成绩情况统计表（N=100）

表五：留守儿童在校行为表现情况统计表（N=100）

由以上两个表格可以看到，在被调查的200名留守儿童中，成绩优秀的所占比例仅为12%，大部分都是成绩一般，而且成绩较差的所占比例也较大，占到13%，总体上留守儿童的学习成绩不是很乐观；在留守儿童在校的行为表现方面来看，大部分表现都一般。综合两个表格来看，双差生占有10%的比重，结果堪忧。

3、有关留守儿童性格、心理素质方面的情况

表六：留守儿童性格情况统计表（N=100）

表七：留守儿童心理素质情况统计表(N=100)

从以上两个表格中可以看到，接近有一半的留守儿童性格比较内向，而且在心理素质这方面很多留守儿童都是一般，较差的也占有17%比重，对于21%性格居中型的留守儿童，倘若他们得到了足够父母的关爱，他们很可能是性格外向中的一员。他们和那些生活在父母呵护中的孩子相比，差距非常大，看到别的孩子都生活在他们父母的关爱中，他们幼小的心灵在无形中会受到伤害，这对他们的成长极为不利。

三、调查结论：

通过调查我们发现，留守儿童主要存在以下问题：

1、监护人年龄大，监护力度不够

由于监护人大多数是老年人，年纪较大，文化层次不高，有的是文盲或半文盲，他们不知道从心理上关心孩子、照顾孩子，不能在学习上给予帮助和指导，在教育态度、教育方法上还是老一套，与孩子有代沟，交流沟通上存在困难。

2、监管、监护力度不够

留守儿童的监护人不管是祖辈还是亲朋好友，在他们眼里，认为孩子的父母不在身边，不能对他们要求太严格。只要孩子能有饭吃，身体健康不生病，安全不出事就尽到了责任，隔代的祖辈对孩子过于溺爱，物质上尽量满足孩子的需求。

3、留守儿童的学习普遍不乐观

由于父母双方或一方不在身边，对留守儿童学习方面的帮助和监督大大减少，甚至完全减除了，使孩子在学习方面处于一种无人过问的状况。学好了，没人夸；学坏了，无人骂。渐渐使孩子对学习产生一种无所谓的态度。孩子的精力不放在学习上，自然就要在其它方面加以消耗，于是其行为开始出现偏差，各种超越道德、规则的行为开始在孩子身上出现。加上监护人本身对孩子亲情缺失状况的同情，于是在孩子行为稍有出格的时候也不会加以管束，使孩子在偏离健康发展轨道的方向上越走越远。缺乏管教引发行为失范甚至越轨，在留守儿童身上体现极为普遍。

4、留守儿童的行为习惯较差

大多数留守儿童自我控制能力不强，生活习惯不良，表现在不讲卫生、不换衣服、挑食挑穿、乱花钱；有的留守儿童行为习惯较差，在家里不听代养人教导，顶撞祖辈、我行我素，在学校不遵守规章制度，不服管理，说谎骗人，小偷小摸，从而成为了“问题儿童”。

5、留守儿童心理出现偏差

留守儿童大多年龄在1—15岁之间，正是情感、品德、性格形成和发展的关键时期，有的出生几个月或一周岁后，父母就外出务工，长期与父母分离，使他们生理和心理上的需要得不到满足，缺乏父母的关爱，亲情失落，产生孤独感，心理失衡。有的留守儿童情绪消极，表现出性格内向、失落自卑、自私冷漠、脆弱孤僻或焦虑、任性、暴躁，有的出现逆反心理、怨恨情绪。

四、对策与建议：

由于亲子教育缺失、家庭监督失控、文化环境、学校教育措施等不到位等原因,农村相当一部分留守儿童出现学习成绩下降、思想道德滑坡、心理障碍、违法犯罪等现象，正因为这样，留守儿童问题引起社会高度关注。那么我们应该如何在一定程度上应对甚至解决这个问题呢？结合着我们对农村留守儿童的调查分析，我们觉得教育留守儿童要对症下药，重点在学校开展，具体应从以下几个方面做起。

1、加强留守儿童的学校教育

学校应该把留守儿童教育问题作为学校的一个大政方针，定期召开专题会议，讨论研究如何更好的解决留守儿童教育问题，并落到实处，积极探索好的教育方法，为各班级教育留守儿童提供各方面地帮助。

2、建立留守儿童特别档案

留守儿童除了极个别经济十分困难外，最缺的不是财物，而是情感。因此，不管是班级还是学校必须建立留守儿童专门档案，以便在学校给予他们更多的关注，并定期开展家访活动，多关心他们的生活，多帮助她们解决实际困难，多站在他们的角度看待他们，跟踪他们的成长过程，从而保障对他们生活上的必须求助，对心理上的及时疏导。

3、设立学校儿童特别咨询处

留守儿童的问题并不全是共性问题，不同儿童往往其问题有着本质的不同。因而，在学校，老师们应该对症下药，以与留守儿童谈心的方式了解他们内心的需求，尽可能地解决他们的需要，从而在一定程度上解决他们在心理上的创伤。

4、充分发挥教师的作用

老师平时与留守儿童接触的最多，了解的情况也最多，出了在学校加强留守儿童的教育之外，学校应该鼓励老师定期对留守儿童进行家访，与留守儿童的监护人加强交流。此外，老师还要定期与留守儿童的家长取得联系，定期向他们汇总孩子们的情况，从而真正实现在多方面加强留守儿童的教育工作。

5、加强学生之间的互助

在学校，老师要鼓励同学之间学会互助，鼓励孩子们独立自强，锻炼强劲的心理素质。如成立“自立组织”， 有些留守儿童很懂事，能正确看待自己的处境，认为父母不在身边，更应理解父母的难处，更应为父母减少担心，在家里累点苦点也很自然。因此，在班级成立“独立儿童小组”，学校要成立“独立儿童”委员会，选用其中具有独立能力的孩子担当成员，从而扩大他们的影响，发挥他们的辐射作用。

此外，除了学校的努力之外，社会与家庭都应该通过各自的努力为留守儿童的教育作出一定的贡献。

五、总结语：

留守儿童是祖国的花朵，是祖国明天的太阳，是托起共和国明天太阳的一支主力军，因此，加强对留守儿童的关注力度是非常必要的。在调研过程中，我们与留守儿童在一起聊天，一起做小游戏，尽管他们的脸上洋溢着灿烂的笑容，但是我们能在他们的脸上独处些许“忧伤”，尤其提到他们的爸爸、妈妈的时候，他们的表情显得格外复杂。我们能够知道他们内心真正的需要是什么，他们渴望父母能够陪在他们的身边，像其他的孩子们一样幸福。所以，我们还能得出这样一个结论，只要留守儿童的父母能够多一些时间与孩子们分享，他们一定会改掉他们的一些“恶习”，成为一名优秀的学生。现在，随着我国一些制度的改革，农村务工子女在城市读书已经比较便利，因此，进城务工的父母可以带着自己的孩子，尽管这样可能会有一些不变，但是从孩子可以健康成长这一方面来看，却是意义重大的，衷心地希望留守儿童问题能够早日解决，他们可以在父母的关爱之下，健康地成长。

六、参考文献：

《中国流动人口发展报告2012》

有关留守儿童的生活现状调查问卷报告英语作文篇七
《关于留守儿童问题的英语作文The Problem of Left behind children》

The Problem of Left-behind Children

During the past 30 years, with the economic development of China, more and more young people who once lived in the countryside crowd into cities with the purpose of earning enough money to support their families. Consequently, the problem of left-behind children arises.

The problem actually reflects the fact that there are millions of left-behind children facing not only living problems but also psychological problems and the latter ones count. Most left-behind children live with their grandparents. Lacking in the knowledge of how to educate children, some of their grandparents tend to spoil them while some may pay little attention to them.Feeling lonely, left-behind children are more likely to form the habit of keeping silent or staying aloneand as a result, most of them don’t do well in their study, which makes them feel inferior.Though I can’t list out every aspect of this problem, I am sure it is rather serious.

In my opinion, the key to solving the problem of left-behind children lies in the combined effort. Not only children’s parents but also our society and our government should take efficient measures to deal with it. Let’s wait and see!

有关留守儿童的生活现状调查问卷报告英语作文篇八
《关于留守儿童英文作文》

China's left-behind children hungry for love

Fang Zhiqian loves the smell of firecrackers. The pungent, burning chemicals takes the 16-year-oldback to scenarios of family which he often missed during his childhood.

Zhiqian was only three years and four months old, when his mother, Xie Kui'e left their home at a plain village in Luoshan County of central China's Henan Province to look for a job.

He was seven, when his father left him and his elder brother and went to join in their mother in eastern Zhejiang Province as a pedicab driver. Zhiqian became one of the "left-behind children" in China, whose one or both parents work far away from home, leaving them taken care of by their grandparents or other relatives.

"My parents aren't in my most pleasant memories," says Zhiqian. The quiet 12th-grader is reluctant to talk about his childhood, because he always felt lonely at that time.

As China sped its way from poverty to prosperity, the world's most-populated country has confronted an old problem --- the poor-rich disparity. China's vast rural population has begun to enjoy the country's development, though later than their urban peers, as more and more farmers have moved to cities to seek fortune.

However, it's a bittersweet process for most of the wage hunters. While they earn more than they did back home, they pay the price of a family integrality. Children, like Zhiqian, are the prime victims.

A report released by the All-China Women's Federation in May reveals that China now has more than 58 million rural, left-behind children. Almost triple the figure in 2006. And over 69 percent of them are under 14. These children are inferior to peers who enjoy full family care. The left-behind are also behind in physical and psychological health and learning, and more vulnerable in security.

"The issue of the left-behind children, which is the concern for millions of migrant workers and their families, is of great importance to China's social harmony and stability," says the report. Fang's hometown Luoshan has a population of 730,000, about 90 percent of which live in rural areas. Since the mid 1980s, more than 220,000 people from Luoshan have moved to work in cities, mainly to Beijing and the eastern coastal provinces.

"They seek jobs in the construction and catering industry", says Xiong Xingming, head of the county's labor and social security bureau.

"Almost every family has at least one member working in the cities and the villages now are only home to the '38-61-99' troops." These three pairs of figures refer to the dates of Women's Day, Children's Day, and Elderly's Day in China.

Faced with the fact that the family yearly income was less than 2,000 yuan (293 U.S. dollars) in cash, Fang's mother Xie Kui'e made the difficult, practical, but heart-breaking choice between

attending her two sons and earning more money for the family.

Though she insists that she has never regretted her decision, her eyes turn red when she recalls the scene the day she left home for the first time in 1997.

"Zhiqian cried and went to lay on the ground, holding my legs and yelling 'don't go'. I managed to release myself from his arms. I ran out of the house, starting to cry," Xie recalls.

"Of course I worried that the boys would not behave when we were not around. But if we didn't leave, they might not have enough food, let alone the money for going to school."

For Zhiqian, it was hard to adapt the life of being a left-behind child. He remembers clearly the day a classmate gave him the "special title" for the first time when he was at the third grade.

"I was scared. I thought it meant that my parents were dead and I had become an orphan. I punched the boy," says Fang.

The Fang couple found a few means to maintain the connection to their boys, except for a phone call every 10 days. During the regular 30-minute conversation, they mainly talk about the children's study. Their sons' inner thoughts, however, remain unfamiliar territory, which they seldom try to explore.

The Fang couple hoped that the sons would be mature enough to understand their leaving was for the best. They thought it would also sharpen the boys' independence, but Zhiqian was still young and believed that love comes from their parents' caring all the time.

"My brother and I often asked them on the phone when they would come home. They usually repeated that we would be letting them down if we didn't study hard," complains Zhiqian. "They rarely asked how we felt about their leaving."

Xie Kui'e is ashamed that her sons see her as neglectful and uncaring. She suffered the pain of "irresponsible mother" guilt when her sons often mistakenly called her "granny" as they spent their first summer vacation with them in Zhejiang.

"But what can I do? Other children in our village live the same life," says Xie.

The Fang brothers are now both spending their last year at the Luoshan High School and preparing for the college entrance examination in June of 2010. They board at school and have one day off to see their grandparents some 90-minute ride away.

The long-time parental absence has shaped Fang. It has taught him to believe that order and disorder in his life were not due to fate or the actions of others, but self-determination.

"He is no doubt more mature than his peers. He is quiet, cautious and patient. These qualities are often seen on other left-behind children," says Fang's teacher Wang Shihai. He notes that nearly 20 percent of almost 6,000 students in the school are left-behind children.

"I often hide from strangers and I seldom talk about my worries with others," Zhiqian says. "My brother is even more withdrawn, and he has more pressures on study. He is already getting grey hair."

Independent researcher Ruan Mei has closely observed the lives of the children. She has spent four years interviewing more than 3,000 left-behind children in the six major migrant worker-exporting provinces of Sichuan, Shaanxi, Hunan, Hubei, Anhui and Henan. She just wrote a book entitled Pains Of The Century: Investigation Into China's Left-behind Children.

"The reality is astonishingly painful. What concerns me is how ignorant we are of the pains of the children. They grow upon their own," says the former reporter of the Huarong Newpaper based in Huarong County of Hunan Province.

The 44-year-old woman says two suicide cases of left-behind children inspired her to look into the issue four years ago. "One boy committed suicide for not studying well and another girl drowned herself for being pregnant. Many such cases, including rape and murder, also appeared in my investigation."

"But the most serious problem that the children face concerns their psychology. More than 40 percent of my child interviewees are obviously impaired," she says.

More than 16 percent of the children thought that their parents didn't love them and more than 80 percent said they felt insecure.

The left-behind children are usually of low self-esteem, oversensitive, and don't get along with others. Many hide their emotions and pretend to be happy.

"Their pains are like the moon during the day; invisible but it's still present," she says.

The "left-behind children" issue has aroused the attention of the Chinese government. A special work team, led by the State Council, was set up to establish a long-term strategy to protect the legitimate rights and interests of left-behind children through laws and regulations.

In addition, some local governments have provided left-behind children allowance for their living and medical care, while the Ministry of Education has built and renovated more than 10,000 boarding schools in central and western China to ensure the children receive an appropriate education.

However, Ruan insisted that family and school, the main caregivers for the children, are the key to tackle the problem.

"The educational level of adults supervising these children is generally not that high. Often they can only care for the children's safety and daily living, but their educational, behavioral and

spiritual needs," says Ruan.

She suggests that family education should be added in the vocational training programs for migrant workers to teach how to communicate and educate the children. Psychology courses and psychological teachers should be introduced in schools.

"Regular letters from their parents and chats with teachers are the best remedy," says Ruan.

Xie Kui'e went back to Luoshan in the last June to take care of the sons till they finish the college entrance examinations. She rents a flat in downtown and sends meals to the two boys everyday.

Although she is still worrying about the expense of their college education, she hopes the rare reunion would help their studies.

Her return is a great encouragement for Zhiqian, who said his happiest moments now were when he has lunch with his brother and mother.

"Now I have people to talk to about my troubles and worries. I feel supported," he says.

In the future, Xie Kui'e and Zhiqian have different pictures: Xie hopes she can support her two sons while they finish their college education. Then she will renovate their house. Zhiqian dreams of studying economics at university and going back with that knowledge to develop his hometown after graduation.

"Then, nobody will need to leave home to earn money and there will be no left-behind children anymore," he says.

Left-behind kids in China's cities

HEFEI: Xiao Yi (pseudonym) from a well-off family in an east China's provincial capital seems to have everything that children of her age desire, but she appears autistic and ill-tempered.

When at home, the seven-year-old often quarrels with her parents. She has even run away from home a couple of times.

"This is a result of her childhood experience," said her mother regretfully, in Hefei, capital of Anhui Province.

Xiao Yi's parents, both born in the late 1970s, are white collars busy with their work. Thus the girl was brought up by her nanny, who became the closest person to her.

Her parents changed her nanny when Xiao Yi was four, but she refused to talk to the new nannies.

After she went to school, she slept at a tutor's home on weekdays.

"I feel as if I am 'farmed out' by my parents. I go to my tutor's place after school, studying, eating and lodging there. I return home only on weekends," she recalled.

Although having her own tutor, she does very poorly in her studies.

Xiao Yi is just one of a large number of "left-behind" kids in urban China. Most of their parents born in the 1970s and 1980s are white collars who don't have enough time to take care of their children.

Left-behind children in rural areas have been in the spotlight for years as their parents work in cities often several thousand kilometers from home. Many of them have education and pyschological problems and are vulnerable to crimes.

Unlike their peers in rural areas, the left-behind children in cities can meet their parents every day or on weekends. But in essence, they both lack concern and caring from parents, said Wang Kaiyu, sociologist in Anhui.

“Many of my colleagues also leave their children with nannies or grandparents as they still enjoy the past DINK (double income, no kids) life," she said.

In the past, Chinese young couples tended to live with the parents of the husband. Therefore the grandparents took care of the kids in daytime while the parents stayed with them at night.

But now, she notes, young couples and their parents often live in seperate homes. Therefore, they have to send their kids to grandparents and pick them up only once a week.

The increasing need for parenting care has led to parenting clubs in some residential communities, providing new alternatives for nannies, grandparents and tutors.

But none of the options could substitute parents' care and love, experts said.

"The bad effect of shifting parenting care to nannies, teachers or grandparents will not show in the short term, but such an abnormal growing experience is a time bomb for family relations and children's characters," Wang Kaiyu said.

Yin Jianli, education expert and author of the book "Good Mother Outweighs Good Teacher", blamed the problem for conception changes in the young and often non-traditional couples.

"Unlike in the past when women were supposed to take care of the family, nowadays more and more women pursue career success," Yin said.

Most parents overlook the importance of spending more time with their children, she noted.

有关留守儿童的生活现状调查问卷报告英语作文篇九
《关于留守儿童,英文论文》

The Analysis of Chinese Countryside Leftover Children’s

Education Problems

Written by: Wang Tao

Supervised by: Gu Faliang

English Department

School of Foreign Studies

Anhui Normal University

March 2012

Acknowledgments

I would like to express my gratitude to all those who helped me during the writing of this thesis. A special acknowledgment should be shown to Professor Gu Faliang, from whose lectures I benefited greatly. I am particularly indebted to the headmaster, Qian Yelu, and the teachers in Xinhu Primary School, in the town of Guanqian, Chizhou, Anhui Province. Before I started my thesis, I taught in the primary school as a volunteer for three months. During that period, Mr. Qian and all the teachers gave me a great help to make an investigation about the situation and information of the leftover children in the school. With their help, I got lots of detailed data to prepare for the thesis.

The Analysis of Chinese Countryside Leftover Children’s

Education Problems

Abstract

This paper, by the way of on-the-spot investigation research, surveys the present education situation of a group of special countryside children called the Leftover Children whose parents are not at home. Based on the two aspects of society and family, an initial exploration and an analysis are done to find the influential elements of this problem. The education problem of these leftover children is a special reflection which happened in the process of the social transition in rural areas. The direct cause is that the rural labor works outside as migrant workers, which leads to the lack of family education. However, the root of these problems is that China’s long-standing policies of the urban and rural economic development are uneven, and there exists the extreme imbalance of the development between urban and rural areas. It also leads to the overall quality of the basic education in countryside falling quite behind. These children’s education problems are just a part of the specific performance of the unbalanced development. Based on these children’s education problems, the paper finally concludes with a series of practical solution strategies.

Key Words: countryside; leftover children; education problem

中国农村留守儿童教育问题的分析研究

摘 要

本论文以实地调查研究的方式从社会和家庭两方面综合考察了农村留守儿童的教育现状，初步探索和分析了留守儿童教育问题的影响因素，并在此基础上得出结论：农村留守儿童教育问题是我国农村问题在社会转型过程中的特殊表现。农村劳动力外出务工导致家庭教育的缺失是该问题产生的直接原因，其根源在于我国长期以来城乡经济发展政策不均，城市和乡村发展的极度不平衡，也导致了乡村基础教育的整体质量不高，而农村留守儿童教育问题正是这种城乡不均衡发展的具体表现。针对农村留守儿童教育问题的实际情况，本论文在最后提出了切实可行的解决策略。

关键词：农村；留守儿童；教育问题

Contents

Acknowledgement ……………………………………………………………….. …I Abstract …..……..…………………………………………………….……………..II 摘要……….……………………..…………….………………….……………….…III

Chapter 1 Introduction……………………………………………………………....1

1.1 The Concept of the Leftover Children………………………………...1

1.2 The Basic Information of the Leftover Children in China…………….1 Chapter 2 The Investigation Result of the Countryside Leftover Children’s

Education Problems…………………………………………………...3

2.1 The General Situation of the Leftover Children in Xinhu Primary

School………………………………………………………………….3

2.2 The Problems of the Local Leftover Children Suffering from………...3 Chapter 3 The Influential Factors in the Countryside Leftover Children’s

Education Problems……………………...……………………………...5

3.1 Family Factors…………………………………………………………5

3.1.1 The Different Styles of Custody………………………………....5

3.1.2 The Lack of Family Education…………………………………..6

3.1.3 Low Degree of the Custodians’ Education………………………7

3.2 Social Factors………………………………………………………….7

3.2.1 The Gap between Urban and Rural Education………………….7

3.2.2 The Unbalanced Economy Development between the Urban and

Rural Areas……………………………………………………...8

Chapter 4 The Solution Strategies of the Countryside Children’s Education

Problems………………………...………………………………………9

4.1 Making the Family Education Work…………………………………..9

4.2 Making Full Use of the Function of School…………………………...9

4.3 Paying More Attention to the Leftover Children……………………..10

4.4 Narrowing the Gap between Urban and Rural Economy

Development……………………………………………………………11 Chapter 5 Conclusion……………………………………………………………….12

有关留守儿童的生活现状调查问卷报告英语作文篇十
《留守儿童情况调查问卷分析报告》

夏西小学留守儿童情况调查问卷分析报告

随着流动人口规模的逐渐扩大，由此所带来的“留守儿童”教育问题倍受社会关注。由于与父母长期分开生活，留守儿童的学习情况、日常生活、与同伴的交往以及自我评价是否会因为缺少父母的直接关怀而受到影响？本文就农村留守儿童的生活状况、学习习惯、等基本情况进行了深入的调查分析，以切实了解留守儿童，为我们有针对性地开展留守儿童教育工作，提出培养留守儿童良好学习习惯的有效策略。

一、调查对象

调研对象：夏西小学所有留守儿童，参与调查的留守儿童共164人，发放调查问卷164份，收回问卷164份。

二、调查结果与分析

近年来，随着农业产业结构的调整、城市化进程的加快，人口迁移流动日益频繁，大批农村劳动者离开家乡，进城从事二、三产业。而这些劳动力在调查中发现22%的农村留守儿童的父母在外务工的时间是达到了半年，30%达到一年，13%达到一至三年，35%的在三年以上。由此可以看出有大部分的学生已经是两三年的留守学生了。

其中在父母外出情况的调查中发现父亲外出的占40.5%,母亲外出的占3.8%。

父母亲都外出的占57%,从此项调查中可以发现父母都外出的占了一半。父母外出务工的地点在省内的占56%,在省外务工的占34%,国外务工的占1%。

从我们调查的情况来看，有26%的留守儿童与妈妈生活在一起，有3%的留守儿童与爸爸生活在一起，有2%的与其他亲戚生活在一起，有69%的和外公外婆生活在一起，，有17%与爷爷奶奶生活在一起，另外的留守儿童寄养在别人家里或者是自己生活。生活上是"单亲家庭"的合计为28%，隔代抚养为69%，家庭缺失的情况非常严重。在这些家庭中，父亲和母亲的角色由一个人承担起来了，难免会对孩子的成长产生一定的影响。从儿童的角度看，如果父母选择一人外出流动一人留在家乡的流动模式，则父亲外出流动的比例大大高于母亲外出的比例，留守儿童能够与父亲一起生活的比例只占3%。长期以来，我国形成了家庭教育中父亲承担“严父”的教育职责的传统，如此大面积的父亲“缺位”的情况，对于留守儿童的教育和成长将产生更大的影响。父母双方都外出流动、儿童不能与父母中的任何一方在一起生活的情况在全部留守儿童中超过了半数，其中有69%的农村留守儿童是和爷爷奶奶生活在一起，称之为隔代监护。隔代监护的监护人普遍年龄大，身体差，特别是文盲比例较高，不但在学习上无法给留守儿童切实有效的帮助和辅导，而且由于年龄一般相隔近50岁，与留守儿童思想观念差异极大，存在明

显的沟通障碍，教育管理上弊端较多。加之他们还要承担家务劳动和田间农活，根本没有时间和精力去关注孩子的学习，对留守儿童学习介入过少。

根据我们对留守儿童的问卷调查不难发现他们家庭的经济状况大都不容乐观。也许由于经济原因，留守儿童父母回家次数也普遍比较少，其中仅在春节回来的占 81% ，还有 19% 两到三年才回来一次，这部分样本都集中在外省的打工人员。

农村留守儿童由于其年龄及能力等各方面的原因，对父母亲比较依赖，调查表明：通常父母一周以内跟孩子联系的占66％，每天联系的占2％，一个月联系一次的占20%，12％的孩子反映父母不跟他们联系（包括超过一个月联系一次以及不固定联系）。 调查了解到，父母多采用打电话这种便捷的方式与孩子沟通，其次是通过写信的方式与孩子心灵交流,并且父母跟孩子沟通的内容最多的还是学习情况。而留守儿童主动与父母联系的目的调查中发现，有50%是汇报学习成绩，有47%是交谈自己很想他们，也有3%是叫他们给钱。

家庭教育是 监护的重要部分，指父母在家庭内有意识地或无意识地对子女进行教育和影响的过程，它对人的影响极为广泛而有效，它可促使儿童的身心、品德、健康和智力得以正常发展以形成个性、个人理想和发展志趣。它本身是一种法定责任，应随着监护权的转移而转移，而事实上这一

部分被无情地遗漏。 调查中还发现当留守儿童犯错时，监护人有73%是通过讲道理进行引导，而还有11%的监护人是通过骂的方式来教育，还有13%的监护人是通过打或向家长告状。由此可见还有27%的监护人没有用正确的教育方式。可见双方在沟通态度及方式上都存在着很大问题。

在调查留守儿童的父母外出打工对自己有那些方面的影响时，有23%的认为可以提高家里的生活水平，有10%的认为可以使自己的零用钱增加，有62%的认为会对自己的学习有影响，有5%的认为管的人少了，玩的时间多了。大部分的留守儿童的认识还是正确的。

通过调查我们发现当父母外出打工时有58%的孩子经常想念父母，有28%的孩子偶尔想念，也有11%的不想念。有25%的留守儿童希望父母长期在外务工，有46%的留守儿童不希望父母长期在外务工，有29%的留守儿童无所谓。有35%的留守儿童认为父母外出务工对自己的成长有利，有18%的留守儿童认为父母外出务工对自己的成长不利，有47%的留守儿童认为父母外出务工对自己的成长没有影响，由此可见他们想和父母一起生活的愿望是非常强烈的。

通过调查发现当父母外出归来时有62%的留守儿童是与父母交流学习成绩，有20%的留守儿童是与父母交流身体情况，有6%的留守儿童是与父母交流与老师的关系，有6%的留守儿童是与父母交流与同学的关系，也有4%的儿童和父母

没什么话可说。

调查发现，66%的农村留守儿童课余时间用于看书学习，16%的留守儿童做家务，5%的留守儿童用于做农活，还有8%的留守儿童用于和小伙伴游戏。

一谈到理想有20%的留守儿童没有想好，在没有父母督促的情况下，75%的留守儿童能自觉完成学习任务，20%的留守儿童大多数情况下能完成学习任务，2%的留守儿童偶尔会完成学习任务，只有3%的留守儿童不会完成学习任务。这表明留守儿童拥有较高的学习独立性。

与小伙伴游戏娱乐是儿童应该享受和乐意享受的权利和天然本性。在调查留守儿童的伙伴个数上，一半的孩子有很多好伙伴，有23%的孩子有5-10个，有22%的孩子有2-3个，也有6%的孩子只有一个。

在学习上认为学习比较轻松的占24%，也有7%的认为学习较困难，有70%的认为学习一般。在遇到困难时有22%的留守儿童找父母帮助，有26%的留守儿童找同学帮助，有18%的留守儿童找老师帮助，有28%的留守儿童找监护人帮助，也有5%的留守儿童不找人。由此可见留守儿童在遇到困难时大多都是找父母、同学、监护人帮助。

留守儿童对零用钱的使用上，通过调查发现有73%的用于买学习用品，3%的用于买玩具，11%的用于买零食，7%的用于其他。由此可见留守儿童在零用钱的使用上还是比较合

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