Smartphone addiction plagues left-behind rural kids手机成瘾困扰农村留守儿童 时间:2018-10-04 单词数:3930
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A survey and report on adolescent online addictive behavior in 2017 and 2018 by the Ministry of Education shows that children whose parents are in different cities working apparently spent more time on online games than children whose parents are home.
Zhang Haibo, the director of the children media literacy education research center of the China National Youth Palace Association, believes that unlike urban parents, rural parents are restricted by factors such as education level, and fail to truly realize the harm from letting children freely play video games.
Poor long-term supervision, a lack of family affection, inadequate education and undisciplined living habits have left these so-called "left-behind children" labeled as "problematic teenagers."
A left-behind child from Jinhu, Jiangsu Province, once left a note to a volunteer who came to support her school by bringing supplies, writing, "I don’t like what you brought. I want a phone that can play King’s Glory."
For rural children, the lure of mobile phone gaming directly saps the motivation to learn.
Liu Sumei, a middle-school teacher in Wenxian county, Central China’s Henan Province, suggests that some students living in the school often lie under a quilt to play mobile phone games or watch live-stream videos. "They have no energy during the day class. And after less than a semester, their grades plummeted," Liu told the China Youth Daily.
"The biggest responsibility for gaming lies not with the children themselves, but with their guardians, peer groups, schools and society," said Fan Yongkun, a professor at Northeast Normal University. He has long studied left-behind children, and says addicted teens should not be criticized blindly. Rather, parents need to reflect on their overall situation.
Fan suggested that rural schools should adopt different methods for different ages to prevent children from indulging in mobile phones.
Children in kindergartens and primary schools generally care about their teachers’ attitudes. Teachers need to integrate internet education into daily teaching, and make more rigid rules. Middle school students care more about the influence of peer groups, so harnessing the power of peer pressure may be more effective.
Zhang Haibo suggests that the government should take measures in the grading and classifying different games. Enterprises that develop online games should also shoulder their social responsibilities, such as strengthening the offline identification process and limiting game time to prevent underage addiction.
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