新教育实验行动对农村留守儿童学业发展的影响及其机制研究  

Study on the Influence and Mechanism of New Education Initiative Action on the Academic Development of Left-behind Children in Rural Areas

作　　者：夏之晨 陈昊璇 杨帆[2,3] Xia Zhichen;Chen Haoxuan;Yang Fan(Normal College,Changshu Institute of Technology,Suzhou 215500,Jiangsu;School of Education,Soochow University,Suzhou 215123,Jiangsu;Institute of New Education Research,Soochow University,Suzhou 215123,Jiangsu)

机构地区：[1]常熟理工学院师范学院,江苏苏州215500 [2]苏州大学教育学院,江苏苏州215123 [3]苏州大学新教育研究院,江苏苏州215123

出　　处：《中国电化教育》2023年第2期15-22,共8页China Educational Technology

基　　金：江苏高校哲学社会科学研究一般项目“我国中小学教师流动政策的实施效应研究”(项目编号:2019SJA1221)阶段性研究成果。

摘　　要：通过对新教育实验区的农村留守儿童进行问卷调查,探讨新教育实验行动对农村留守儿童学业发展的影响及其机制。结果发现:农村留守儿童的学业成绩和学业自我概念显著低于农村非留守儿童;班级执行新教育实验行动水平越高,农村留守儿童的学业成绩和学业自我概念显著更好。在控制性别、年级、家庭社会经济地位、父母外出打工时间、与父母联系频率等相关变量的情况下,新教育实验行动对农村留守儿童的学业成绩和学业自我概念产生显著正向影响。在这一影响关系中,学生内部学习动机发挥显著中介作用,同伴支持发挥显著调节作用。综合新教育实验行动对农村留守儿童学业发展的积极影响及其机制,未来可以通过借鉴新教育实验的行动经验、强化乡村中小学校教师流动、倡导“共读共写共同生活”等路径为农村留守儿童创造幸福完整的教育生活。Through a questionnaire survey on rural left-behind children in the new education initiative area, the impact of the new education initiative action on the academic development of rural left-behind children and its mechanism were discussed. The results showed that the academic achievement and academic self-concept of rural left-behind children were significantly lower than those of rural non-left-behind children;The higher the class implementation level of new education initiative, the better the academic performance and academic self-concept of rural left-behind children significantly. Under the control of relevant variables such as gender, grade, family socio-economic status, parents’ working time go outside, frequency of contact with parents and so on, the new education initiative action has a significant positive impact on the academic performance and academic self-concept of rural leftbehind children. In this relationship, students’ internal learning motivation plays a significant mediating role, and peer support plays a significant moderating role. By integrating the positive impact and mechanism of the new education initiative action on the academic development of rural left-behind children, in the future, we can create a happy and complete educational life for rural left-behind children by learning from the experience of the new education initiative action, strengthening the teacher mobility of rural primary and secondary schools, and advocating ‘reading, writing, and living together’.

关 键 词：“新教育实验”行动 农村留守儿童 学业发展 影响机制 

分 类 号：G434[文化科学—教育学]