流动儿童发展的再审视——基于中小学教师刻板印象的研究  

Re-review on the Development of Migrant Children—— Based on the Study of the Primary and Secondary School Teachers ’Stereotypes

作　　者：汪传艳[1] 林芸[1] Wang Chuanyan;Lin Yun(China University of Geosciences,Wuhan 430074;China University of Geosciences,Wuhan 430074)

机构地区：[1]中国地质大学(武汉)高等教育研究所

出　　处：《当代教育论坛》2019年第4期50-59,共10页forum on contemporary education

基　　金：国家社会科学基金青年项目“流动儿童家庭融入问题研究”(编号:16CSH027)的阶段性研究成果

摘　　要：为全面了解流动儿童发展状况,采用形容词检核词表法和对比法分析了中小学教师对流动儿童的刻板印象。结果表明:流动儿童群体的主要特质为自卑、内向、勤奋、诚实和孤僻,主要问题体现在家庭环境、学业表现和生活习惯等方面,与本地儿童的差距主要体现在家庭环境方面,流动儿童群体内部存在分化和异质,教师对流动儿童的刻板印象存在显著的校际差异,社会和学术界对流动儿童的看法和研究普遍缺乏积极视角和差异化视角。克服自卑心理、改善家庭环境和提高学业成绩是当前促进流动儿童发展首要解决的问题。To understand the development of migrant children fully, the paper has analyzed the stereotypes of teachers on migrant children by using adjective check word list and comparative method. The research shows that the main idiosyncrasy of migrant children include inferiority, introvert, diligence, honesty and autism. The development problems are mainly reflected in family environment, academic performance and daily lifestyles, and the main difference between migrant children and local children is family environment. There are differentiation and heterogeneity within migrant children and significant interschool differences of teachers ’ stereotypes, and there is a lack of positive perspective in the social and academic circles on the views and studies of migrant children. Overcoming inferiority, improving the family environment and academic performance are the primary issues for promoting the development of migrant children.

关 键 词：中小学教师 流动儿童 刻板印象 内部差异 外部差异 

分 类 号：G639.2[文化科学—教育学] C912.6[经济管理]