农村留守儿童入学历程的人种志考察

发布时间：2018-03-14 10:02

本文选题：农村留守儿童　切入点：入学准备　出处：《河南大学》2016年硕士论文　论文类型：学位论文

【摘要】：随着我国城镇化的深入发展,大量农村儿童的父母为改善家庭经济状况,到相对发达地区求职就业。由于种种原因,儿童不能与进城务工父母同行而被留于户籍所在村落成为留守儿童。农村留守儿童问题逐渐成为社会转型中全社会关注的一个社会性问题,同时又主要表现在儿童的教育问题上。其中,入学准备、学校适应是农村留守儿童必须经历的关键性教育阶段。儿童入学准备不足会造成学校适应起点上的困难,随时间的推移他们更容易落后于同班同学并对终身的发展产生巨大的风险性影响。入学后适应不良的儿童则更有可能存在学业低成就、问题行为多的风险。当下对农村留守儿童入学准备、学校适应的相关研究集中于探讨一些概括性与普遍性的认同,并力求把某些固定的“特性”或“本质”作为普遍的东西归于农村留守儿童人群。但线性的因果关系不足以用来解释农村留守儿童入学准备、学校适应的真实图景。研究采用人种志研究方法,以时间演进为线索,以村落、学校、家庭为单位,以农村留守儿童与家长、教师、同伴的互动为着眼点考察和描述农村留守儿童入学准备到学校适应入学历程的真实图景和演进历程。在此基础上对农村留守儿童入学准备到学校适应入学历程的真实图景和演进历程进行探讨和思考。研究共通过七个章节展开论述。第一章简述选题缘由,相关研究综述,研究的理论基础,研究方案的设计以及相关概念的界定;第二章交待农村留守儿童所处的村落、家庭和学校的背景;第三章从亲子、师幼、同伴互动的冲突角度呈现农村留守儿童入学准备的认知发展与一般知识、情绪和社会性发展、学习方法、言语发展、儿童身体健康与运动技能五个方面的白描;第四章从亲子、师生、同伴的互动冲突的角度呈现农村留守儿童学校适应的学习、社会、情感、学校态度适应四个方面的白描;第五章从宏观、中观、微观三个层面对农村留守儿童入学准备到学校适应入学历程白描所呈现的问题进行探讨。从宏观角度看,涉及农村现代化背景下农村所面临的传统文化、城乡二元体制、市场经济发展的问题;从中观角度看,涉及到家庭、学校、社会教育的不衔接问题;从微观角度看涉及到家庭、学校、村落以及儿童自身问题。第六章从宏观、中观、微观三个层面对改善农村留守儿童入学准备到学校适应入学历程的现状进行思考,在宏观层面要治标,更要治本;在中观层面要实现从不衔接到衔接;在微观层面要重视外在,更重视内在。第七章为结语部分,点明了研究的初步结论以及研究的不足之处
[Abstract]:With the further development of urbanization in our country, a large number of parents of rural children, in order to improve the economic situation of their families, seek employment in relatively developed areas. For various reasons, Children cannot walk with parents of migrant workers and are left behind in villages where they are registered. The problem of children left behind in rural areas has gradually become a social issue of concern to the whole society during the social transformation. At the same time, it is mainly manifested in the problem of children's education. Among them, school readiness and school adaptation are the key stages of education that rural left-behind children must go through. Over time, they are more likely to lag behind their classmates and have a significant risk impact on lifelong development. Children who become ill adapted after school are more likely to have low academic achievement. The current research on rural left-behind children's school readiness and school adaptation focuses on discussing some general and universal identity. And try to attribute certain fixed "characteristics" or "essence" to the rural left-behind children as a general thing. But the linear causality is not enough to explain the rural left-behind children's school readiness. The real picture of school adaptation. The study uses ethnographic methods, using time evolution as a clue, villages, schools and families as units, rural left-behind children and parents, teachers, Peer interaction is the focus of the investigation and description of the real picture and evolution from the rural left-behind children's entrance preparation to the school adaptation process. On this basis, the author discusses the process of rural left-behind children's entrance preparation to school adaptation. The real picture and evolution process are discussed and considered. The research is discussed through seven chapters. The first chapter briefly describes the reasons for choosing the topic. Summary of relevant studies, theoretical basis of the study, design of the research scheme and definition of related concepts; Chapter two describes the village, family and school background of the rural left-behind children; Chapter three focuses on the parent-child, teacher-child, teacher-child, etc. The conflict angle of peer interaction presents five aspects of cognitive development and general knowledge, emotional and social development, learning methods, speech development, physical health and motor skills of rural left-behind children. From the perspective of interaction between teachers and students and peers, this paper presents four aspects of adaptation of rural left-behind children: learning, society, emotion and school attitude adaptation. Chapter 5th from the macro, meso, From the macro point of view, it is concerned with the traditional culture, the dual system of urban and rural areas, which rural areas face in the background of rural modernization. Problems in the development of market economy; from a meso point of view, involving the disconnection of family, school, and social education; from a micro perspective, involving family, schools, villages and children themselves. Chapter 6th, from the macro and meso perspectives, Microcosmic three levels to improve the rural left-behind children to adapt to the status quo of the school entrance process, in the macro level to deal with the symptoms, but also to deal with the root cause; in the meso-level to achieve never link up to join; at the micro level, we should pay attention to the external, Chapter 7th is the conclusion, which points out the preliminary conclusions of the study and the deficiencies of the study.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G521

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