1)  grass widow
留守女士
2)  Liushou
留守
3)  Rear children
留守儿童
1.
Pay attention to the problem of mental health of rural rear children;
关注农村留守儿童心理健康教育问题
2.
The analysis of socialized problem of rear children from the angle of view of non-social action;
从非社会性行为视角看留守儿童的社会化问题
3.
Based on a survey of the psychological state of rear children in four townships of Qiandongnan Prefecture,this paper points out their need for love and uncertainty about schooling and future during the Absence of their parents working in coastal areas or cities.
本文对黔东南苗族侗族自治州四个乡镇的留守儿童心理状况进行微观社会学研究。
4)  Left-behind children
留守儿童
1.
The reflection on the educational problems of countryside left-behind children;
农村“留守儿童”教育问题思考
2.
Life quality of rural left-behind children and its influential factors;
农村留守儿童的生活质量状况及其影响因素分析
3.
Study on rural left-behind children s mental health and their guardians rearing styles;
农村“留守儿童”心理健康与抚养人教养方式的研究
5)  types of left-behind
留守类型
1.
Six types of children including 4 types of left-behind children, ex-left-behind children and non-left-behind children were classified for data analysis.
目的:探讨不同留守类型儿童的心理健康状况。
6)  Family member
留守家属
7)  Parent-absent middle school students
留守孩
1.
parent-absent middle school students were tested by SCL-90 and a sel f-compiled questionnaire to study the related factors of the mental health of p arent-absent middle school students.
本文采用症状自评量表(SCL - 90 )和自编问卷对42 7名中学留守孩进行测查,探讨了影响中学“留守孩”心理健康的家庭因素,为中学“留守孩”的心理健康教育提供依据。
8)  Guarded experience
留守经历
9)  rear children
留守子女
1.
Thinking about the "rear children" education problem;
农民工“留守子女”教育问题思考
10)  Liushou children
留守儿童
1.
Objective To explore the personality and its' relationship with coping style of rural Liushou children in junior school.
目的探讨初中阶段农村留守儿童的人格特征及其与应付方式的关系。
2.
Previous researchers have attached importance to theresearch on rural LiuShou children that stay in particularfamily environment.
处在特殊家庭环境中的农村留守儿童，他们的留守问题已经引起很多人的关注和研究。
3.
Liushou children s problem is now a hot topic to study by social public and researchers and studies are mainly focus on the influence of their academic achievements, life conditions, behavior habits and mental health causing by the absence of parents.
留守儿童问题已成为社会各界关注的热点话题，现有研究主要从亲子教育缺失对留守儿童学业成绩、生活状况、行为习惯和心理健康等方面的影响进行探讨。
补充资料：留守
    　　隋以后驻守京师、陪都（间或军事重镇），综理军、政、民、财的高级官员。古代帝王出巡或亲征时，以大臣辅太子（或亲王）留守京师，或称留守,或称留台,或为居守，无固定名称。隋炀帝杨广时，始于重要军事地点置留守，留守遂成为官名。唐太宗李世民攻高丽，以房玄龄为京城留守，萧瑀为东都留守。其后，唐高宗李治常来往于长安洛阳之间，他在洛阳时，则于长安置西京留守，在长安时，则于洛阳置东都留守。武后长驻洛阳，西京留守遂为常设；唐玄宗李隆基长居长安，东都留守亦为定职。开元十一年(723)以太原为北都,以太原尹为留守,少尹为副留守,合东都、西京共称为三都留守。留守主要负责守卫京、都，兼理军、民、财务。唐中叶以后，宰相被罢免后常为东都留守，实不问事。五代以后，宋、辽、金、元、明五朝，均在陪都设置留守，以地方行政长官兼任,职掌与隋唐留守略同。唯明中都、兴都留守仅为防护皇陵而设。清代盛京将军亦相当于历代陪都留守。民国初年，一度设南京留守，旋即废罢。
　　

说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条