山区乡村留守儿童学习状况及教育对策研究——以丽水地区为例  

The Learning Status and Educational Solutions of Left-behind Children inMountainous Areas:Taking Lishui Area for Example

作　　者：李林真 李贝宁 LI Linzhen;LI Beining(School of Teacher Education,Lishui University,Lishui 323000,Zhejiang;College of Education,Jeonju University,Jeonju 55068,Republic of Korea)

机构地区：[1]丽水学院教师教育学院,浙江丽水323000 [2]韩国全州大学师范学院,韩国全州55068

出　　处：《丽水学院学报》2023年第3期97-104,共8页Journal of Lishui University

基　　金：浙江省教师教育创新实验区建设校级教改专题招标项目“浙西南山区乡村小学教师培养创新实验区建设探索与实践”(21SF20)。

摘　　要：文章探讨丽水乡村地区留守儿童的学习状况,对留守儿童的教育提供参考建议。采用修订的小学生学习状况调查问卷对丽水山区7所乡村小学139名留守儿童和186名非留守儿童进行调查。结果显示:留守儿童与非留守儿童在学习管理、学习方法、学习任务及学习态度上呈现出显著性差异(P<0.01)。丽水山区乡村留守儿童总体学习水平要低于非留守儿童;留守儿童学习主动性偏弱,特别是双亲均外出务工的留守儿童;留守儿童缺乏多样的学习方法;留守儿童考试任务压力过重。应重视家庭教育价值,改进儿童学习方式,引导儿童家长和儿童自身正确认知学习目的,并采取多种措施支持乡村教师发展。The paper explored the learning situation of left-behind children in rural areas of Lishui city,and proposed suggestions for improving the education for left-behind children.A revised questionnaire was used to investigate the learning situation of 139 left-behind children and 186 non-left-behind children selected from seven rural primary schools in Lishui mountain areas.A different comparison was conducted between learning management,learning method,learning task,and learning attitude of the left-behind children and those of non-left-behind children.The result shows that there are significant differences between them(P<0.01).The overall learning level of left-behind children is lower than that of non-left-behind children;Left-behind children,especially those whose both parents work outside,have less study initiative;Left-behind children lack diverse learning methods;Left-behind children are under too heavy examination stress.It is suggested that parents attach great importance to the value of family education,improve children's learning style,correctly understand the purpose of learning,and support the development of rural education.

关 键 词：山区乡村地区 留守儿童 乡村教育 

分 类 号：G525[文化科学—教育学] C915[文化科学—教育技术学]