教师接纳随迁子女的意愿及影响因素研究
发布时间：2018-12-31 15:44
【摘要】：农民工随迁子女教育问题一直以来都是社会关注的焦点。近年来,随着“两为主”政策逐步落实,随迁子女“有学上”问题得到基本解决,如何促进随迁子女平等地接受优质教育,推动随迁子女学校适应与社会融入,保障随迁子女“上好学”,成为了摆在政府和教育工作者面前的又一重大战略课题。学界研究中,教育过程与产出、学校适应、社会融入等与随迁子女“上好学”有关的议题也逐步成为研究的热点问题。作为教育中影响学生发展的“重要他人”和教学的具体实施者,教师接纳随迁子女的意愿高低对随迁子女是否受到平等对待、能否提高学习适应与社会融入等均存在重大影响。因此,探索教师接纳随迁子女意愿及其影响因素具有重要的理论与现实意义。本研究以教师为研究对象,以教师接纳随迁子女意愿为切入点。通过对广东、湖北2省5市的实证调查和数据分析,在对教师接纳随迁子女意愿现状进行分析的基础上,实证研究了教师接纳随迁子女意愿的主要影响因素,并为改善随迁子女社会融入问题提出了有针对性的政策建议。研究分为五部分:第一部分是导论,本部分提出了研究问题、研究目的及意义,界定核心概念,并对教师接纳随迁子女意愿相关研究文献进行梳理;第二部分是研究设计,包括对研究问题的进一步阐述,介绍研究方法与研究样本,确定研究的整体思路;第三部分是教师接纳随迁子女意愿的描述与比较分析,探究了教师接纳随迁子女的总体意愿,并在此基础上分析不同地区、性别、职称、学历等类别的教师接纳随迁子女意愿差异;第四部分利用多元回归方法,对教师接纳随迁子女意愿的影响因素进行量化分析;第五部分是研究结论与对策建议。研究结果表明:教师接纳随迁子女的意愿整体较高,但不同类别教师接纳随迁子女的意愿存在差异,省份、读高中之前生活经历、学校性质、学校类型和教师教育观念是影响教师接纳意愿的重要因素。本研究分析认为,流入地政府应进一步降低随迁子女入学门槛,营造包容的社会氛围,并通过推动教师专业发展、融入多元文化教育理念等手段提升教师接纳意愿,促进随迁子女学校适应与社会融入。
[Abstract]:The education of migrant workers' children has always been the focus of attention. In recent years, with the gradual implementation of the "two-priority" policy, the problem of "having schooling" for children with emigration has been basically resolved. How to promote the children's equal access to quality education and promote the adaptation and social integration of children with emigration. Ensuring the children to learn well has become another important strategic issue for the government and educators. In academic research, educational process and output, school adaptation, social integration and other issues related to "good learning" have gradually become hot issues. As the "important others" who influence the development of students in education and the concrete implementers of teaching, the willingness of teachers to accept the children who follow the move has a great influence on whether the children are treated equally, whether they can improve their learning adaptation and social integration. Therefore, it is of great theoretical and practical significance to explore the willingness of teachers to accept their children. This study takes teachers as the research object and teachers' willingness to accept children with moving as the starting point. Based on the empirical investigation and data analysis of Guangdong and Hubei provinces and 5 cities, this paper analyzes the present situation of teachers' willingness to accept children with moving children, and empirically studies the main influencing factors of teachers' willingness to accept children with moving children. Some policy suggestions are put forward to improve the social integration of the children with emigration. The research is divided into five parts: the first part is the introduction, this part puts forward the research questions, the purpose and significance of the research, defines the core concepts, and reviews the relevant research literature on the willingness of teachers to accept children with moving; The second part is the research design, including the further elaboration of the research issues, the introduction of research methods and research samples, and determine the overall thinking of the study; The third part is the description and comparative analysis of teachers' willingness to accept children with moving children, and explores the overall intention of teachers to accept children with moving children, and on this basis analyzes different regions, gender, title, etc. The differences in the willingness of teachers to accept children with moving; The fourth part uses the multivariate regression method to analyze quantitatively the influencing factors of teachers' willingness to accept children with moving children, and the fifth part is the conclusion of the research and the countermeasures and suggestions. The results show that the willingness of teachers to accept children with emigration is higher than that of teachers. However, there are differences in the willingness of different types of teachers to accept children with emigration. The province, the life experience before high school, the nature of the school, and the nature of the school are different. The types of schools and the concept of teachers' education are the important factors that affect teachers' willingness to accept. According to the analysis of this study, the local government should further reduce the threshold of admission for children who move with them, create an inclusive social atmosphere, and promote teachers' willingness to accept by means of promoting teachers' professional development and integrating the concept of multicultural education, and so on. To promote school adaptation and social integration of children who follow the move.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G521
本文编号：2396789
[Abstract]:The education of migrant workers' children has always been the focus of attention. In recent years, with the gradual implementation of the "two-priority" policy, the problem of "having schooling" for children with emigration has been basically resolved. How to promote the children's equal access to quality education and promote the adaptation and social integration of children with emigration. Ensuring the children to learn well has become another important strategic issue for the government and educators. In academic research, educational process and output, school adaptation, social integration and other issues related to "good learning" have gradually become hot issues. As the "important others" who influence the development of students in education and the concrete implementers of teaching, the willingness of teachers to accept the children who follow the move has a great influence on whether the children are treated equally, whether they can improve their learning adaptation and social integration. Therefore, it is of great theoretical and practical significance to explore the willingness of teachers to accept their children. This study takes teachers as the research object and teachers' willingness to accept children with moving as the starting point. Based on the empirical investigation and data analysis of Guangdong and Hubei provinces and 5 cities, this paper analyzes the present situation of teachers' willingness to accept children with moving children, and empirically studies the main influencing factors of teachers' willingness to accept children with moving children. Some policy suggestions are put forward to improve the social integration of the children with emigration. The research is divided into five parts: the first part is the introduction, this part puts forward the research questions, the purpose and significance of the research, defines the core concepts, and reviews the relevant research literature on the willingness of teachers to accept children with moving; The second part is the research design, including the further elaboration of the research issues, the introduction of research methods and research samples, and determine the overall thinking of the study; The third part is the description and comparative analysis of teachers' willingness to accept children with moving children, and explores the overall intention of teachers to accept children with moving children, and on this basis analyzes different regions, gender, title, etc. The differences in the willingness of teachers to accept children with moving; The fourth part uses the multivariate regression method to analyze quantitatively the influencing factors of teachers' willingness to accept children with moving children, and the fifth part is the conclusion of the research and the countermeasures and suggestions. The results show that the willingness of teachers to accept children with emigration is higher than that of teachers. However, there are differences in the willingness of different types of teachers to accept children with emigration. The province, the life experience before high school, the nature of the school, and the nature of the school are different. The types of schools and the concept of teachers' education are the important factors that affect teachers' willingness to accept. According to the analysis of this study, the local government should further reduce the threshold of admission for children who move with them, create an inclusive social atmosphere, and promote teachers' willingness to accept by means of promoting teachers' professional development and integrating the concept of multicultural education, and so on. To promote school adaptation and social integration of children who follow the move.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G521
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