城乡二元社会结构下流动人口子女教育问题研究

发布时间：2018-04-23 13:10

本文选题：二元社会结构 + 流动人口子女　；参考：《华中师范大学》2007年硕士论文

【摘要】： 长期存在的二元经济结构使城乡收入差距越来越大，随着经济体制的改革和城乡二元社会结构的松动，从二十世纪八十年代开始，我国出现了大规模的人口流动，，大量的农村剩余劳动力进入城市。“民工潮”发展到后期，出现了规模越来越大、举家迁移越来越多、居住时间越来越长等特点，这些特点带来了流动人口子女的教育问题。大部分农民工选择把孩子留在家乡读书，二元教育体制使留守儿童受教育质量低劣。父母在城市有固定收入和稳定居所后把孩子带到城里读书，这群以农民工子女身份出现在城市的孩子，仍像他们的父辈一样属于“城市边缘人”，受到城市的排挤和歧视，得不到自己应有的权利，没有归属感和认同感。在亲情失缺、安全失保、生活失助、学业失教、品行失范、心理失衡的状态下，流动人口子女存在入学率低下、受教育质量低劣、受教育环境较差等教育不公平问题。正视和解决好流动人口子女的教育问题不仅关系到流动人口子女自身的成长和个人自我价值的实现，而且关系到国家的现代化和城市化的进程，影响到社会主义新农村的建设与和谐社会的构建。因此，关注这批特殊的未成年群体，研究他们早期社会化过程中存在的问题，具有十分重要的现实意义。本文以文献查阅、问卷调查、个案访谈为主要研究方法，从城乡二元社会结构角度入手，分五个部分展开论述。第一部分简要提出了本文所要研究的问题、研究现状以及对本研究的理论基础和相关概念作了介绍。第二部分为流动人口子女教育问题产生的背景，二元经济下农村剩余劳动力的存在和城乡收入差距悬殊使农民背井离乡、前往城里打工，市场化改革和二元社会结构的松动推动了“民工潮”的产生，进城农民工规模的扩大、举家迁移的增多带来了流动人口子女的教育问题。第三部分描述了流动人口子女存在安全失保、生活失助、学业失教、品行失范、心理失衡的状况，在此基础上分析了他们教育中存在的问题。第四部分从经济上的贫困、政策上的不合理和思想文化上的差异三个层面探讨了流动人口子女教育问题产生的原因：经济上的贫困使农民工整日为生计奔波，无暇顾及子女的教育问题，在挣钱和照顾孩子之间难以取舍；不合理的管理政策、户籍制度、二元化的教育制度等使城乡教育公平失衡；城乡文化资本的差异使农民工及其子女成为城市边缘人，他们很难融入城市文化圈，从而加剧了流动人口子女的教育问题。第五部分从大力发展农村经济、打破二元教育格局等角度提出了应对之策。
[Abstract]:With the reform of the economic system and the loosening of the dual social structure in urban and rural areas, since the 1980s, there has been a large-scale population movement in China. A large number of surplus rural labor force into the city. At the later stage of the development of the "peasant labor tide", the scale has become larger and larger, the whole family has moved more and more, and the living time has been longer and longer. These characteristics have brought about the educational problems of the children of the floating population. The majority of migrant workers choose to leave their children in their hometown to study, and the binary education system makes the quality of education for left-behind children inferior. Parents brought their children to the city to study after having a fixed income and stable residence in the city. These children, who appear in the city as children of migrant workers, still belong to the "urban fringe", like their parents, and are excluded and discriminated against by the city. Do not have their due rights, no sense of belonging and identity. Under the condition of lack of affection, security, living, education, behavior and psychological imbalance, the children of floating population have some problems, such as low enrollment rate, poor quality of education, poor environment of education and so on. Facing up to and solving the problem of the education of the children of the floating population is not only related to the growth of the children of the floating population and the realization of their personal self-worth, but also related to the modernization of the country and the process of urbanization. It affects the construction of new socialist countryside and the construction of harmonious society. Therefore, it is of great practical significance to pay attention to these special underage groups and study the problems existing in their early socialization. In this paper, literature review, questionnaire survey, case interviews as the main research methods, from the perspective of urban and rural dual social structure, divided into five parts to discuss. In the first part, the problems, the present situation, the theoretical basis and the related concepts of this study are briefly introduced. The second part is the background of the education problem of the children of the floating population. The existence of rural surplus labor force and the disparity of income between urban and rural areas make the peasants leave their homes and go to work in the city under the dualistic economy. The market-oriented reform and the loosening of the dual social structure have promoted the emergence of the "migrant workers' tide", the expansion of the scale of migrant workers in cities, and the increase of the family migration have brought about the educational problems of the children of the floating population. The third part describes the situation of the floating population children's security loss, life failure, academic failure, misconduct, psychological imbalance, on the basis of this analysis of the problems in their education. The fourth part discusses the causes of the problem of migrant children's education from three aspects of economic poverty, policy irrationality and ideological and cultural differences: economic poverty causes migrant workers to work all day for their livelihood. It is difficult to choose between earning money and taking care of children, such as unreasonable management policy, household registration system, dual education system and so on. The difference of cultural capital between urban and rural areas makes migrant workers and their children become urban marginal people. It is very difficult for them to integrate into the urban cultural circle, thus exacerbating the educational problems of the children of floating population. The fifth part puts forward countermeasures from the angle of developing rural economy vigorously and breaking dualistic education pattern.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G521

【引证文献】