中文摘要
在我国经济社会发展进程中，大量农村剩余劳动力向城市流动，其子女大多数仍然生活在老家，由此形成了一个特殊的群体，即农村留守儿童。2011 年起，山东省开展了重点青少年群体教育管理与预防违法犯罪试点工作，将农村留守儿童列为重点青少年群体中的一个重要类型，邹城市作为首批试点县之一开展了农村留守儿童教育管理专项工作，笔者作为工作成员参加了邹城市试点工作，对该地农村留守儿童生活、学习、心理等基本情况进行了调研，对农村留守儿童教育管理工作开展了大量实地走访，本文立足邹城市实际情况，小中见大，对农村留守儿童教育中存在的问题进行了探寻和分析，并提出了一些解决对策，以便为工作开展提供借鉴。
论文主要内容共分四个部分：
第一部分是绪论部分，概述研究的背景、目的和意义、国内外研究的进展、研究的方法、经验借鉴、理论支持等。总体而言，随着进城务工农民人数的激增，农村留守儿童的数量也不断增多，其教育问题也不断凸显，成为党政部门和社会普遍关注的焦点，对此，国内外都作了大量的研究，其中以国内研究为主，本文在大量研究的基础上，通过文献研究法、问卷调查法、观察法、经验总结法等方法，运用新农村建设理论、马斯洛需求层次理论等，以公共管理的视野，探讨县域范围内农村留守儿童问题，总结出一般性规律。
第二部分是农村留守儿童教育管理的意义，从农村留守儿童教育管理的特点和重要性上阐明选题意义。农村留守儿童问题是一个社会焦点，从农村留守儿童教育管理特点看，农村留守儿童教育管理问题是公共管理的重要组成部分，解决这一群体存在的问题，就是加强完善公共管理的必然要求。从农村留守儿童教育管理的重要性上看，农村留守儿童是一个不容忽视的群体，为他们提供合适的公共产品和公共服务，是最终实现农村留守儿童群体利益的根本需要，也是关系祖国发展“后继有人”的战略大事。
第三部分是农村留守儿童教育管理现况分析。首先介绍邹城市农村留守儿童教育管理的现实状况，主要是建立完善了工作领导小组，全面掌握起了农村留守儿童的数量特点，并通过强化农村留守儿童的权益维护工作、关爱帮扶工作、特色教育工作、以及完善阵地建设、动员社会力量、构筑监督体系等办法加强了该地农村留守儿童教育管理工作。其次探讨农村留守儿童教育管理中的问题，存在“大家都在管，谁也管不好”的尴尬局面，目前，从家庭到学校，从政府到社会，越来越多的人都开始关心关注农村留守儿童的教育，但是在教育中缺少一个主导的机构或部门统领管理，出现了管的多，效果差的“热闹”现象；同时，农村留守儿童教育管理首先面对的是农村留守儿童自身的特殊性，这也是必须纳入农村留守儿童公共管理的基础问题，农村留守儿童自身存在的问题带有先天性，不考虑农村留守儿童的特性，而单独就公共管理而论，难以达到应有的效果。最后，对问题产生的原因进行分析，总的来说，既有经济发展基础方面的原因，也有制度机制方面的原因，既有家庭学校各方管理的责任，也有农村留守儿童自身存在的问题。
第四部分是农村留守儿童教育管理实现的对策。这需要从经济发展、政策保障、公共服务、社会参与上入手，形成政府、家庭、学校、社会各方协作。统筹城乡发展，全面推进社会主义新农村建设，实现城乡经济社会一体化发展，是从根本上解决农村留守儿童向非留守转化的出路。各级政府理应把农村留守儿童的教育管理纳入经济社会发展规划，制定解决农村留守儿童教育问题的实施方案，有效保障农村留守儿童最基本的生活、教育权益，制定一整套行之有效的公共政策保障制度。从加快基本公共服务均等化进程，满足农村留守儿童生活需求；提供公共安全服务，排除农村留守儿童安全隐患；建设公共服务场所，解决农村留守儿童社交问题；拓宽公共服务思路，满足农村留守儿童更高层次上的需求；提高社会化程度，创新社会治理方式等几个方面入手，切实提高公共服务质量。此外，成立农村留守儿童工作领导小组，完善多位一体的教管模式，增强教育合力，是协调与部署区域内农村留守儿童教育管理工作的必由之路。
关键词：农村留守儿童 农村留守儿童教育管理 邹城市
Abstract
In China's economic and social development process, a large number of surplus rural laborflowing into the city, most of the children still living at home, thus formed a special group, therural left-behind children. In 2011, Shandong province launched focus groups of young peopleeducation management and prevention of crime of pilot work, the rural left-behind children as animportant type of key youth group, Zoucheng city as one of the first batch of pilot counties inrural left-behind children education management professional work, the author as the workingmembers to participate in the pilot work in Zoucheng City, the basic situation of the ruralleft-behind children living, learning, psychological investigation, on rural left-behind childreneducation management work carried out a large number of field visits, the actual situation, basedin Zoucheng City, small, on the existing problems in rural education left-behind children toexplore and analysis, and puts forward some countermeasures, in order to carry out the toprovide reference for the work.
The main content of this thesis consists of four parts:
The first part is the introduction, outlines the research background, purpose and significance,research progress at home and abroad, research methods, theoretical support experience, etc..
Overall, with the increase in the number of migrant workers, the number of rural left-behindchildren are increasing, the problem of education has highlighted ceaselessly, become the focusof attention of government and society, which, at home and abroad have done a lot of research,the domestic research as principle, based on a large amount of research, method methods throughliterature review method, questionnaire survey method, observation, experience, using the newrural construction theory, Maslow's hierarchy of needs theory, based on the public managementperspective, to explore the county territory rural left-behind children ask questions, summed upthe general rules.
The second part is the rural left-behind children education management, from thecountryside explains the meaning and importance of the characteristics of children's educationmanagement. Rural left-behind children is a social focus, from the rural left behind childreneducational management, educational management problems of rural left behind children is animportant part of public management, solve the existing problem of the group, is to strengthenthe necessary requirement to improve public management. The importance of children'seducation management from the point of view of rural, rural left-behind children is a group thatcan not be ignored, provide public products and public services for them, is the fundamentalneed to realize rural interests groups of children, but also the development of the motherland"succession someone" strategic affairs.
The third part is the analysis of the current situation of the education of children staying inthe village management. First introduced the Zoucheng rural reality of children's educationmanagement left behind, mainly is to establish and perfect the work leading group, acomprehensive grasp of the quantity characteristics of left-behind children in rural areas, andstrengthen the rural left-behind children education management by strengthening ruralleft-behind children rights maintenance, care, help the work of special education, as well as theperfect the construction, mobilize social forces, construction supervision system and othermeasures. Secondly the research of children's educational management in the existing problemsof rural left behind, "everyone in the tube, who also not good" embarrassing situation, at present,from home to school, from the government to the society, more and more people began toconcern about rural left-behind children education, but education in the lack of a dominantmechanism or guide the management department, the tube, poor effect of "lively" phenomenon;rural left-behind children education management the first face is the particularity of ruralleft-behind children of their own, which must also be incorporated into the basic problems ofrural left-behind children of public management, rural left-behind children their own problemswith congenital, do not consider the children characteristics of rural left behind, but alone publicmanagement theory, it is difficult to achieve the desired effect. Finally, analysis of the causes ofthe problem, in general, has the reason of economic development foundation, also have thereason of institutional mechanism, both parties of family school management responsibility, alsohas its own problems in rural left-behind children.
The fourth part is the countermeasures to realize the management of rural left behindchildren education. This paper from the economic development, policy, public service, socialparticipation, the formation of government, family, school, social parties cooperation. Balanceurban and rural development, promote the building of a new socialist countryside, realize theintegration of urban and rural economic and social development, is a fundamental solution torural left-behind children to non left behind the outlet of the transformation. Governments at alllevels should take the rural left behind children education management into economic and socialdevelopment plans, formulate implementation plans to solve the education problems of leftbehind children, effective guarantee of children's basic life, education rights of rural left behind,to develop a set of administrative effective public policy guarantee system. In order to speed upthe process of equalization of basic public services, to meet the needs of rural left behindchildren's life; to provide public safety services, security risks excluded children left in ruralareas; the construction of public service places, to solve the social problems of rural left behindchildren; broaden public service idea, meet rural left-behind children higher level needs; improvethe degree of socialization, several aspects of innovation the social governance mode of publicservice, improve the quality of. In addition, the establishment of rural left-behind children workleading group, improve the number one of the teaching and management mode, strengtheningeducation, is the route one must take coordination and deployment area rural left-behind childreneducation management.
Keywords: Rural left-behind children；The education and management of rural left behindchildren；The city of Zoucheng
目 录
中文摘要
ABSTRACT
1.绪论
1.1 选题背景及意义
1.2 文献综述
1.3 研究方法、主要内容和可能创新点
1.3.1 研究方法
1.3.2 主要内容
1.3.3 可能的创新与不足
1.4 理论支持
1.4.1 党和国家关于新农村建设的理论
1.4.2 马斯洛的需求层次理论
1.4.3 义务教育理论
2. 农村留守儿童教育管理的意义
2.1 农村留守儿童教育管理的特点
2.2 农村留守儿童教育管理的重要性
3.农村留守儿童教育管理现况分析——以邹城市为例
3.1 农村留守儿童教育管理的现实状况
3.1.1 建立领导机构，掌握了数量和特点
3.1.2 强化农村留守儿童的权益维护
3.1.3 加大关爱帮扶力度
3.1.4 开展特色类教育实践活动
3.1.5 建立完善农村留守儿童活动阵地
3.1.6 动员社会组织广泛参与
3.1.7 积极发挥监护团队作用
3.2 农村留守儿童教育管理存在的主要问题
3.2.1 农村留守儿童教育管理自身问题需要重视
3.2.2 农村留守儿童家庭教育缺失需要补位
3.2.3 农村留守儿童教育管理中的突出问题需要化解
3.3 农村留守儿童教育管理存在问题的原因
3.3.1 公共政策的制定与实施出现偏离
3.3.2 社会层面支持动力不足
3.3.3 缺少对家庭教育管理的有效干预
3.3.4 学校方面没有力行教育管理全部职能
4. 农村留守儿童教育管理实现的对策
4.1 推动当地经济社会发展
4.2 完善公共政策保障体系
4.3 提高公共服务质量
4.3.1 加快基本公共服务均等化进程，满足“生活需求”
4.3.2 提供公共安全服务，解决“安全需求”
4.3.3 建设公共服务场所，解决“社交需求”
4.3.4 拓宽公共服务思路，满足“更高层次上的需求”
4.4 提高社会化程度，创新社会治理方式
4.5 完善多位一体的教管模式，增强教育合力
4.5.1 成立农村留守儿童工作领导小组
4.5.2 重视农村留守儿童的家庭教育
4.5.3 发挥学校教育管理优势力量
4.6 调动农村留守儿童自身的主观能动性
结束语
参考文献
致 谢
