农村小学教师留守儿童刻板印象的SEB研究  

A Study on Left-behind Children Stereotypes of Rural Primary Teachers by SEB

作　　者：杨思亮[1,2] 程玉梅[1] 曹杏田[1,2] 

机构地区：[1]桐城师范高等专科学校,安徽桐城231400 [2]安徽师范大学教育科学学院,安徽芜湖231400

出　　处：《湖南第一师范学院学报》2015年第5期11-14,共4页Journal of Hunan First Normal University

基　　金：2014年度安徽省教育科学规划基础教育三项改革专项课题(JGZXB201411)

摘　　要：为了探讨农村小学教师对农村留守儿童的内隐态度,改善农村留守儿童的受教育状况,随机抽取安徽省农村小学教师68名进行刻板解释偏差(SEB)测验。结果发现,(1)根据行为解释数量,农村小学教师对农村留守儿童有明显的刻板解释偏差(p<0.05),男教师给予了非留守儿童消极行为更多的归因(p<0.001),女教师给予了留守儿童积极行为更多的归因(p<0.001);(2)根据行为解释性质,小学男、女教师对农村留守儿童有着极显著的刻板解释偏差(p<0.05),倾向于将留守儿童积极表现归因于儿童自身,消极表现归因于外界环境。In order to explore the rural primary teachers＇ implicit attitude towards left-behind children in rural areas, and improve the education condition of rural left-behind children, 68 primary teachers are selected from a county in Anhui province, for stereotypic explanatory bias test, Results： （1） According to the number of explanation, male primary teachers have obvious stereotypic explanatory bias in rural left-behind children （p〈0.0S）; male teachers gave more attribution for negative behavior ofun-left-behind children（p〈0.001）; female teachers gave more attribution for positive behavior of left-behind children （p〈0.001）. （2） According to the nature of explanation, primary teachers have stereotypic explanatory bias（p〈0.001）, thinking of left-behind children positive performance due to their own, negative performance due to the external environment.

关 键 词：农村小学教师 农村留守儿童 刻板印象 刻板解释偏差 

分 类 号：G443[哲学宗教—心理学]