Exploring The Status Quo of Education and Stem Education for Left-Behind Children in Cities

Abstract

After participating in community volunteer activities, the author investigates and analyzes the education and learning situation of left-behind children in the Cangqianshan Community, and thinks about the lack of education of left-behind children and how to educate more fairly. A questionnaire on the learning status of primary school students was used to survey 5 left-behind children and 113 non-left-behind children in Cangqianshan Community, observed through experimental courses, and interviewed the staff of the community to understand the family situation of left-behind children. The survey results reveal that there are notable differences in innovation and practical skills, as well as differences in learning ability in science, as well as significant differences in learning methods and attitudes, which are very similar to the effects of missing stem education. There are also differences in science learning ability. Therefore, left-behind children's overall learning conditions are worse than those of non-left-behind children; in particular, left-behind children who are accompanied by elderly people who are not their parents, lack learning and practice, and rely too heavily on electronic products in daily life; as opposed to left-behind children who are not accompanied by the elderly and do not have both of their parents' company (The two left-behind children mentioned above lack diverse and scientific learning methods). The stem education method should be appropriately adopted to improve the innovation and practical ability of left-behind children and create a knowledge situational environment so that left-behind children can have a good knowledge environment and better learning. On the other hand, it is time to increase family education and guide left-behind children to establish a correct concept of learning.