本篇論文目錄導航：
【題目】留守兒童班集體管理策略探析
【緒論】小學六年級留守兒童班級管理探究緒論
【第一章】農村留守兒童班的初始狀況
【第二章】留守兒童班的班級管理探索
【第三章】班級管理的實踐成效
【第四章】農村留守兒童班的管理反思
【題后/參考文獻】基于留守兒童的班級管理研究題后與參考文獻
目 錄
摘要
Abstract
緒論
（一）問題的緣起
（二）論文研究的意義
1、理論意義
2、實踐意義
（三）核心概念界定
1.留守兒童
2.留守兒童班
3.班級管理
4.積極心理理念
（四）文獻綜述
1、對留守兒童情感方面的研究
2、對留守兒童教育方面的研究
3、對留守兒童特點的研究
（五）研究方法
一、農村留守兒童班的初始狀況
二、留守兒童班的班級管理探索
（一）搭建平臺，讓孩子敞開心扉
1、開展“書信傳情”主題班會，加強親子溝通
2、增加交流渠道，縮小師生間的距離
3、書寫真心話，鼓勵孩子與臨時監護人溝通
（二）開展系列活動加強班級凝聚力
1、板報設計比賽
2、開展豐富的課間活動
（三）加強安全教育，培養安全意識
（四）采用積極心理理念，塑造孩子自信、陽光的人格
1、加強自我分析，不斷完善自我
2、進行團體輔導，發掘小團體的新功能
3、“三分鐘”表演，提高孩子自信心
4、換個視角看留守，體會別樣的快樂
三、班級管理的實踐成效
（一）集體意識越來越濃
（二）自律意識增強
（三）班級學習氛圍日漸濃厚
（四）小團體積極作用明顯
四、農村留守兒童班的管理反思
（一）只有尊重留守兒童，才能走進他們的內心
（二）只有與家長合作，才能建立更好的成長平臺
（三）心理問題應該成為關注的重心
（四）轉移注意力，體會別樣的快樂
（五）留守的孩子需要持續的關注
主要參考文獻
致謝信
摘要
“留守兒童”一直受到社會的關注。筆者之所以在對留守兒童研究相對成熟的情況下依然選擇這個題材，因為近幾年關于留守兒童讓人撕心裂肺的新聞層出不窮。筆者作為一名小學鄉村教師自2014年9月至2015年7月所帶領的班級23名學生中有22名是留守兒童。我稱這個班級為：留守兒童班。剛開始接觸這個班級的時候，孩子們學習積極性不高，班級凝聚力不強，導致處理班級事物的時候不知所措。為了更好帶領這些特殊的孩子完成小學生活的最后一年，筆者根據班情，采取了一些方法，進行了一系列的班級管理探索，幫助留守的孩子享受美好的生活。希望借助班集體讓留守的孩子忘卻煩惱，做更好的自己。在本研究中，筆者將自己與孩子們之間的故事以敘事的方式進行敘述。筆者通過行動研究來不斷改進方法，完善行為。
本文主要分為五個部分，第一部分緒論是概念界定以及文獻綜述，主要分析國內外關于留守兒童的相關研究。因為以往對留守兒童的班級管理研究較少，所以本文中筆者選擇留守兒童作為研究對象，從班級管理的角度出發進行研究。
第二部分介紹農村留守兒童班的初始狀況。通過對班級情況的分析找出班級中存在的問題與不足。
第三部分是對農村留守兒童班的班級管理探索。這一部分闡述了筆者針對農村留守兒童班存在的問題采取的一系列改進活動，通過活動幫助班級留守兒童健康成長。
第四部分是關于農村留守兒童班的管理成效。這部分主要分析經過一學年的管理工作，筆者所在的農村留守兒童班發生的變化。
最后一個部分是對農村留守兒童班的管理反思。通過管理農村留守兒童班，總結相關經驗，對留守兒童的班級管理提出相應的管理建議，比如：對留守兒童進行持續性關注、留守兒童心理問題應該是關注的重點、注意與家長合作等等。
本文的創新之處是：將積極心理理念用于留守兒童班的管理，帶領全體留守孩子轉換視角，體驗“留守”的快樂。
因為每個班級情況不同，每個留守的孩子面臨的環境以及自身的性格也不盡相同，所以本論文并不具有普適性。筆者希望通過本文對農村留守兒童班的管理總結，為今后更好地為留守的孩子服務積累經驗。
關鍵詞：留守兒童；留守兒童班；班級管理
Abstract
The topic “Left-behind children” has always been the subject of publicconcerns. The author still chose this subject in the case of this research on the leftbehind children in relatively mature condition, due to the reason that numerous ofcases regarding to the left-behind children happened, which was really heartwrenching. Author worked as a village teacher in primary school from September2014 to July 2015, and in the class there were 22 students were left-behindchildren among 23. I call this class as “left-behind children class”. When Ifirst came into contact with this class, children's learning motivation was notstrong, and with not strong class cohesion and they were lack of experience how toproceed with the daily activities. In order to better leading these children tocomplete the last year of primary school life, based on class real condition, I tooksome methods to make a series of class innovation, to help the left-behind childrento enjoy a better life. I hope the class could help the left-behind children forgettheir worries and to do better themselves.In this study, the author will describe thestories between the author and children in a narrative way. Through real action andresearch, the author tried to improve teaching methods and to improve the childrenbehavior.
This paper is divided into five parts. The first part of the introduction is aconcept as well as a literature review. It was the main analysis study on left-behindchildren at both domestic and abroad. Because there was less research onleft-behind children class management in the past, so I choose the left-behindchildren as the object of study, and this study from the perspective of classmanagement.
The second section describes the initial situation of left-behind children class.
The author tried to identify problems and short comings in the class through ananalysis of this class.
The third part is the expore of class management on the left-behind children.
This section describes how the author solved the problem of left-behind children inrural areas by taking a series of improvement activities, to help lead to a healthygrowth of left-children.
Part four is about the management effect of left-behind children in rural areas.
This section analyses that, after a year of management, to show the changes amongthe left-behind children in rural areas.
The last part is a reflection on the management of class on the left-behindchildren in the rural areas. Through the management on these classes, I summed upexperiences, made recommendations appropriate to the class management ofleft-behind children, such as: the sustainability that the left-behind childrenconcerned, the unattended children psychological problems should be the focus,and we need to pay attention to cooperation with their parents and so on.
The Innovation of this paper is to lead the positive mental concepts into themanagement of left-behind children, to lead all the left-behind children shiftingtheir perspectives of daily life, and to experience the “left-behind” happiness.
This article is not universal because each children personalities and theirliving environment is different, and every left-behind children class real situationsare not the same. I hope that through this management summary of the left-behindchildren in rural areas, we could gain as much experiences as we can for a betterservice of the left-behind children in the future.
Key words:left-behind children; left-behind children class; class management
