留守经历与学业成就内在关系的争论与反思  

Debates and Reflections on the Relationship Between Left-Behind Experience and Academic Achievement of Left⁃Behind Children

作　　者：刘志军[1] LIU Zhijun(Department of Sociology/Research Center of Social Survey,Zhejiang University,Hangzhou 310058,China)

机构地区：[1]浙江大学社会学系/社会调查研究中心,浙江杭州310058

出　　处：《中北大学学报（社会科学版）》2024年第6期69-79,共11页Journal of North University of China：Social Science Edition

基　　金：国家自然科学基金面上项目:留守经历的长期影响、作用机制与对策研究(71774138);浙江省之江青年项目:留守经历的时间效应研究(18ZJQN01YB)。

摘　　要：童年期的留守经历究竟对学业成就有着怎样的影响,学界尚无普遍共识。国内外已有的实证研究关注了何种留守、何人留守、何时留守、何处留守等的差异性作用,但具体结论却存在巨大分歧。这种分歧除了数据可靠性、方法适切性、标准主观性等研究质量方面的原因外,也与相关的比较分析中未控制部分重要因素有关。如在何种留守的比较中,忽视了曾经留守或流动及反复留守流动等个人生活史因素及不同维度类别间的交互作用;在何人留守的分析中,忽略了个人特征与是否被留守的自选择性偏误;在何处留守的比较分析中,忽略了地域所处发展阶段;在比较分析中,忽略了对比双方的群体性差异,等等。今后的研究,需综合考虑留守者个体特征、留守场景、留守危险因子及留守保护因子等因素,建构整合性的分析模型,以更为科学全面地评估留守儿童面临的学业困境,并据此提出个性化的解决方案。The academic community has not reached a consensus on the impacts of left-behind children’s experiences on their academic achievement during their childhood.Existing empirical studies have researched the effects of different types of left-behind situations,different individuals who are left behind,and different timing and locations of being left behind,but no consensus has been achieved.The divergence among the relevant researchers is not only caused by their research quality such as data reliability,method appropriateness and applied standards but also related to their failure to control some important factors in the comparative analyses.For instance,the personal life history of left-behind children,such as previous and repeated experiences of being left behind and migration experiences,and the interactions between different dimensions and left-behind categories,are neglected in the comparisons of different types of left-behind situations.In the analyses of individuals who are left behind,the individual characteristics and their selective bias of being left behind is overlooked.In the comparative analysis of different locations of being left behind,the developmental stage of the region is ignored.In addition,these comparative studies look over the differences between different groups,and so on.The future studies should comprehensively consider factors such as characteristics of left-behind individuals,left-behind scenarios and risks and protection of left-behind children.A comprehensive analytical model should be constructed to more comprehensively evaluate the learning difficulties faced by left-behind children and propose personalized solutions based on it.

关 键 词：留守经历 学业成就 留守儿童 儿童发展 综合分析模型 

分 类 号：G912[文化科学]