进城农民工子女小学阶段学习适应性发展及其影响因素研究
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摘要
从发展与教育关系的角度审视,进城农民工子女成长首先面临的是学习适应性问题。
本研究分别在湖南省长沙市、湘潭市、郴州市、益阳市各抽取1所小学的3-6年级学生790人(其中进城农民工子女340人),先后进行两次问卷调查。调查内容主要包括学习适应性、班级环境、师生互动风格和同伴关系。
本研究分别运用多种统计方法分析农民工子女小学阶段学习适应性发展的特点,并借鉴弹性发展研究的理论与方法探讨农民工子女学习适应性发展的机制。初步发现:
1.在学习适应性整体水平及其各个维度上,3-4年级的农民工子女与城市居民子女不存在显著性差异;5-6年级的农民工子女的学习适应性整体水平要低于城市居民子女;农民工子女在学习环境的适应性上低于城市居民子女;农民工子女在听课方法、家庭环境和独立性上要低于城市居民子女。
2.学习适应性良好的进城农民工子女感受到的是一种同学关系融洽、团结向上、秩序纪律性强的良好的班级环境;同时也感受着一种亲密的、支持性的、积极的教师态度;在同伴关系上,他们也拥有更多的朋友。
3.良好的师生关系和拥有一定数量的朋友对进城农民工子女学习适应性发展具有正向的预测作用,不满、敌对的师生互动风格对学习适应性发展具有负向的预测作用。
Learning adaptability is the first problem that the unofficial rural labor settler's children face, surveying from the angle of relation between development and education,
We carried on investigation twice in this study , 790 pupils in grade 3-6 in Changsha, Xiangtan, Chenzhou and Yiyang in Hunan province were investigated with learning adaptability, class environment, teacher-student interaction style and peer relationship, respectively.
The feature of development in learning adaptability of unofficial rural labor settler's children was analyzed by using statistical methods. And the development mechanism was explored by a psychological resilient research method in the study. The conclusions are as follows:
1. At all the dimensions of learning adaptability, there is no obvious difference between the unofficial rural labor settler's children and the urban settler's children in grade 3-4.But the unofficial rural labor settler's children in grade 5-6 are less able to adapt to the learning environment, observation methods, family environmentand independence, in contrast with urban settler's children.
2. The unofficial rural labor settler's children having good development in learning adaptability have experienced solidarity and friendship class atmosphere, and percept intimate, supporting and positive teacher style.
3. Good teacher-student relationship and possessing a certain amount friends have positive effects on development in learning adaptability; but disgruntled/hostile teacher style has a negative effect.
本研究分别在湖南省长沙市、湘潭市、郴州市、益阳市各抽取1所小学的3-6年级学生790人(其中进城农民工子女340人),先后进行两次问卷调查。调查内容主要包括学习适应性、班级环境、师生互动风格和同伴关系。
本研究分别运用多种统计方法分析农民工子女小学阶段学习适应性发展的特点,并借鉴弹性发展研究的理论与方法探讨农民工子女学习适应性发展的机制。初步发现:
1.在学习适应性整体水平及其各个维度上,3-4年级的农民工子女与城市居民子女不存在显著性差异;5-6年级的农民工子女的学习适应性整体水平要低于城市居民子女;农民工子女在学习环境的适应性上低于城市居民子女;农民工子女在听课方法、家庭环境和独立性上要低于城市居民子女。
2.学习适应性良好的进城农民工子女感受到的是一种同学关系融洽、团结向上、秩序纪律性强的良好的班级环境;同时也感受着一种亲密的、支持性的、积极的教师态度;在同伴关系上,他们也拥有更多的朋友。
3.良好的师生关系和拥有一定数量的朋友对进城农民工子女学习适应性发展具有正向的预测作用,不满、敌对的师生互动风格对学习适应性发展具有负向的预测作用。
Learning adaptability is the first problem that the unofficial rural labor settler's children face, surveying from the angle of relation between development and education,
We carried on investigation twice in this study , 790 pupils in grade 3-6 in Changsha, Xiangtan, Chenzhou and Yiyang in Hunan province were investigated with learning adaptability, class environment, teacher-student interaction style and peer relationship, respectively.
The feature of development in learning adaptability of unofficial rural labor settler's children was analyzed by using statistical methods. And the development mechanism was explored by a psychological resilient research method in the study. The conclusions are as follows:
1. At all the dimensions of learning adaptability, there is no obvious difference between the unofficial rural labor settler's children and the urban settler's children in grade 3-4.But the unofficial rural labor settler's children in grade 5-6 are less able to adapt to the learning environment, observation methods, family environmentand independence, in contrast with urban settler's children.
2. The unofficial rural labor settler's children having good development in learning adaptability have experienced solidarity and friendship class atmosphere, and percept intimate, supporting and positive teacher style.
3. Good teacher-student relationship and possessing a certain amount friends have positive effects on development in learning adaptability; but disgruntled/hostile teacher style has a negative effect.
引文
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[5]席居哲.基于社会认知的儿童心理弹性研究:[博士学位论文].上海.华东师大学教育科学学院,2006.
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[14]王佩丹,郭楚如.学习适应性与学习成绩的关系[J].健康心理杂志,2004,12(3):228-229.
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[19]李祚山.小学生心理健康与学习适应性的研究[J].重庆师范学院学报,2002,19(3):68-71.
[20]崔崴嵬,孟庆茂.《学习适应性测验》结构效度的验证性因素分析[J].心理科学,1998,21(2):176-177.
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[22]聂衍刚,郑雪,张卫.中学生学习适应性状况的研究[J].心理发展与教育,2004,(1):23-28.
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[28]江光荣.中小学班级环境:结构和测量[J].心理科学,2004,27(4):839-843.
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[30]Cheng Y C.Classroom environment and student affectiveperformance:An effective profile[J].J Experimental Education,1994,62(3):221-230.
[31]Fraser B J.Science Learning Environments:Assessment,Effects and Determinants,In:International Handbook of Science Education,B.J.Fraser & K.G.Tobin,Kluwer Academic Publisher,1998:527-564.
[32]Barth J M,Dunlap S I.Classroom environment influences on aggression,peer relations and academic focus[J].J School Psychology,2004,42(2):115-133.
[33]江光荣,林孟平.班级环境与学生学习适应性的多层线性模型[J].心理科学,2005,28(6):1443-1448.
[34]孙亚红.中小学班级环境与学生学业效能感、学业成绩的关系研究:[硕士学位论文].石家庄.河北师范大学,2005.
[35]刘跃雄.11-15岁儿童学习动机发展特点及班级环境对其影响的研究:[硕士学位论文].北京.首都师范大学,2006.
[36]郭伯良,王燕,张雷.班级环境不良对儿童社会行为与学校适应间关系的影响[J].心理学报,2005,37(2):233-239.
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[38]李静.初中生的班级环境、成就目标定向对其学业求助行为的影响研究:[硕士学位论文].北京.河北师范大学,2005.
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[40]《流动到底给儿童带来了什么-从847份调查问卷试析湖南流动人口家庭教育和儿童发展状况》.
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[42]张国佩,费岭峰.公办小学中流动人口子女现状调查及教育对策[J].教学与管理,2004,2:32-35.
[43]王涛,李海华.农民工子女学习适应性研究[J].中国特殊教育,2006,11:25-29.
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