Affiliation:
1. School of Art, Southeast University, Nanjing, Jiangsu 211189, China
2. School of Theater, Film and Television, University of California, Los Angeles (UCLA), Los Angeles, CA 90095, USA
Abstract
Background. In recent years, with a large number of rural people going out to work, the mental problems of left-behind children have been widely concerned by people from all walks of life. Objective. The purpose is to improve the teaching quality of music education of left-behind children and solve their unique mental problems. Methods. Based on the questionnaire survey, the mental state of left-behind children is studied, and the mental problems of left-behind children are intervened based on musical practice classes. First, the left-behind children’s mental status is studied. Second, through the questionnaire, the left-behind children’s music classroom status is studied and analyzed. Then, the musical classroom intervention experiment is designed to prevent and adjust the left-behind children’s mental problems. Results. The results show that more than 90% of left-behind children spend less than one month with their parents every year. Most of the left-behind children are supervised by their grandparents, and 68% of them have been accompanied by their grandparents for more than nine months. Due to the lack of parents’ company, most of the left-behind children are lack of self-confidence and timid and tend to care about others’ opinions. Musical practice classes have a good effect on the regulation and prevention of left-behind children’s mental problems. Conclusions. This study uses a questionnaire survey method to explore the new form of left-behind children’s music classroom, preventing and regulating left-behind children’s mental problems, which provides a reference for the research in related fields.
Subject
Occupational Therapy,General Medicine
Cited by
3 articles.
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