农村留守儿童生存状态评估与学校社会工作介入模式研究

发布时间：2018-09-12 12:26

【摘要】：伴随着当今经济社会的快速发展与城市化的进程，促使农村劳动力的大规模输出，从而为农民脱贫致富提供了重要机遇。然而，，另一个特殊群体“留守儿童”的规模也在持续扩大，并且会在一定的时期内长期存在。作为社会转型阵痛的一部分承担者，其与主要抚养人长期分离，优质教育资源的长期缺失，居住环境，生存环境的不良，都会对其学业成就，职业生涯，家庭与人际关系造成不可预估的损失与伤害。然而，学校作为“留守儿童”一个重要的社会化场所，如果能在这样的环境中认真评估“留守儿童”面临的困境，并且提供相应的资源，这样能够在很大程度上弥补“留守儿童”在成长过程中缺失的社会支持。笔者长期对留守儿童问题的有所关注，并认为社会支持的局限性以及网络的不完整是留守儿童产生诸多问题的根源，并且学校社会工作是补充、完善与重建其社会支持网络的有效方式。本文以社会工作专业视角，通过对留守儿童的生存状态评估，分析众多社会支持因素对其成长与生存状态的影响，并最终探讨学校社会工作介入农村留守儿童问题的可行性。本文采用定量研究的方式不同于大多数先前学者的定性研究。研究对象为S县E镇中心小学，该小学及下属村级小学，学生共计2658人，其中留守儿童1850人左右。对其评估主要通过问卷调查的方式，选取了3-6年级1462名学生的样本总量。通过调查所得数据的整理、分析，发现“留守”与“非留守”的不同之处，将各项影响因素直观准确的展现出来，从而能够使得社会工作介入更有目的性与针对性。 “留守儿童”的问题并不是个体自身发展的内在问题，而是在一个大系统中，诸多不良因素共同作用的结果。笔者认为制度的有效性取决于不同群体社会支持的差别化。在文中笔者试图探讨一种多元合作的服务模式，通过政府，学校，专业社会工作者三者协同合作的方式来减弱差别。从而，建立一个宏大的“教育网络”，使得“留守儿童”在网络中得到相应的“工具性支持”，“表达性支持”。这样的服务过程，并不是强调从教育角度解决学校里“留守儿童”的学习问题，而是将“留守儿童”置于社会问题的角度，强调一种全面的“诊断”与“治疗”。
[Abstract]:With the rapid development of economy and society and the process of urbanization, the large-scale export of rural labor force has provided an important opportunity for peasants to get rid of poverty and become rich. However, the size of another special group of left-behind children continues to expand and will exist for a certain period of time. As a part of the pain of social transformation, their long-term separation from their main dependents, the long-term absence of high-quality educational resources, the poor living environment and living environment will all affect their academic achievements and career. Family and interpersonal relationships cause unpredictable losses and injuries. However, as an important socialized place for "left-behind children", if schools can carefully assess the plight of "left-behind children" in such an environment and provide corresponding resources, This can make up for the lack of social support in the growth of left-behind children to a large extent. The author has been concerned about the problem of left-behind children for a long time, and thinks that the limitation of social support and the incomplete network are the root causes of the problems of left-behind children, and the school social work is complementary. The effective way to improve and reconstruct its social support network. From the professional perspective of social work, this paper analyzes the influence of many social support factors on the growth and survival status of left-behind children through the evaluation of their survival status, and finally probes into the feasibility of school social work intervening in the problem of rural left-behind children. This paper uses a quantitative approach that is different from most previous qualitative studies. The object of the study was E Town Central Primary School in S County. The primary school and its subordinate village primary school had 2658 students, of whom 1850 were left-behind children. The total number of 1462 students in grades 3-6 was selected by questionnaire. Through the analysis and analysis of the data obtained from the investigation, the differences between "stay behind" and "non-stay" are found, and the influencing factors are displayed intuitively and accurately, which can make social work intervene more purposefully and pertinently. The problem of "left-behind children" is not the internal problem of individual's own development, but the result of many bad factors acting together in a large system. The author believes that the effectiveness of the system depends on the differentiation of social support of different groups. In this paper, the author tries to explore a multi-cooperative service model, through the government, schools, professional social workers to reduce the differences. Thus, the establishment of a grand "educational network" makes "left-behind children" get the corresponding "instrumental support" and "expressive support" in the network. This service process does not emphasize solving the learning problems of "left-behind children" in schools from an educational point of view, but puts "left-behind children" in the perspective of social problems and emphasizes a comprehensive "diagnosis" and "treatment".
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：C913.5;C916

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