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2014年7月,长江大学阳光号列车青年志愿者协会开展了“阳光行2014暑假支教”活动。这支由18名志愿者组成的支教团,赴湖北咸宁通山县燕厦区新庄小学义务支教。在此期间,发现通山留守儿童英语学习设施简陋、教师欠缺、学生积极性不高、心理健康问题众多等。本文打算以通山留守儿童英语学习为例,从个人、家庭、学校及社会这四个角度来探讨通山留守儿童英语学习状况,找出原因,并提出解决方案,力求引起社会对此类学生英语学习的广泛关注与援助,从而改善留守儿童英语教育这一大难题。
In July 2014, the Sunshine Train Young Volunteers Association of Yangtze University launched “Sunshine 2014 Summer Education” campaign. This support group composed of 18 volunteers went to volunteer education in Xinzhuang Primary School, Yanxia District, Tongshan County, Xianning, Hubei Province. During this period, it was found that the children left behind in Tong Shan School had poor English learning facilities, lack of teachers, poor enthusiasm of the students, numerous mental health problems and so on. This article intends to take Tongshan left-behind children’s English learning as an example to discuss the English learning conditions of Tongshan left-behind children from the perspectives of individuals, families, schools and society, to find out the reasons and to put forward solutions to try to arouse the community to such students English learning and concern for a wide range of attention, so as to improve the English education of left-behind children this major problem.