职前教师对留守儿童刻板印象的个体差异与内容维度研究  

Individual Differences and Content Dimensions of Pre-Service Teachers’ Stereotypes of Left-Behind Children

作　　者：张俊南 

机构地区：[1]湖北商贸学院教育学院,湖北 武汉

出　　处：《教育进展》2023年第4期1834-1842,共9页Advances in Education

摘　　要：本研究采用语义差异量表测量391名职前教师对留守儿童的刻板印象。研究结果显示:1) 职前教师对留守儿童存在显著的消极刻板印象;2) 有留守经历和一直接触留守儿童的职前教师对留守儿童的评价更加积极,侧面验证刻板印象干预策略–熟悉性策略的有效性;3) 主成分分析表明:职前教师对留守儿童的刻板印象可概括为:“坚韧性”、“适应性”、“亲和性”、“个体能力”四个内容维度,职前教师对留守儿童的刻板印象是多维度、多层次的。最后,本研究结论有利于帮助职前教师客观看待留守儿童群体,从而在实际工作中能尊重留守儿童的个体差异进行因材施教。The semantic difference scale was used to measure 391 pre-service teachers’ stereotypes of left-behind children. The results showed that: 1) Preservice teachers have significant negative ste-reotypes about left-behind children;2) Preservice teachers who have left-behind experience and have been in contact with left-behind children have more positive evaluation of left-behind children, which verifies the effectiveness of stereotype intervention strategy-familiarity strategy;3) The principal component analysis shows that the pre-service teachers’ stereotype of left-behind children can be summarized as four content dimensions: “tenacity”, “adaptability”, “affinity” and “individual ability”. The pre-service teachers’ stereotype of left-behind children is multi-dimensional and multi-level. Finally, the conclusion of this study is helpful for pre-service teachers to treat left-behind children objectively, so that they can respect the individual differences of left-behind children and teach them in accordance with their aptitude in practical work.

关 键 词：刻板印象 熟悉性策略 职前教师 留守儿童 

分 类 号：G62[文化科学—教育学]