藏民族学生具有其特殊的特点。近年来,随着牧区学校布局的不断调整,优化教学网点布局工作的深入开展,经初步调查,牧区的中小学“留守学生”占学生数的30%,个别班级达到半数。“留守学生”中约60%由爷爷和奶奶监护,其余40%由单亲或亲朋代替监护。“留守学生”在校表现普遍较差,很多“留守学生”花钱大手大脚、好吃懒做、不守纪律、自由散漫,其教育难度大、责任重,是一项系统而长远的艰巨工程。那么怎样才能做好少数民族学生中“留守学生”的班主任工作,搞好班级管理,开发学生的智力,并 Tibetan students have their special characteristics. In recent years, with the continuous adjustment of the layout of schools in pastoral areas and the in-depth development of the optimization of teaching outlets, after preliminary investigation, 30% of the number of students in primary and secondary schools in pastoral areas accounted for 30% of the number of students, and the number of individual classes reached half. About 60% of “left-behind students” are supervised by grandpa and grandma, and the remaining 40% are supervised by single parents or relatives. The “left-behind students” performance in schools is generally poor. Many “left-behind students ” spend money on their hands, lazy, undisciplined, and free and lax. Their education is difficult and their responsibility is heavy. It is a systematic and long-term arduous project. . So how can we do a good job for the head teachers of minority students in the “left-behind students”? Do a good job of class management and develop students’ intelligence, and