基于教师评定的留守儿童学校适应特点

A Research on Left-behind Children School Adaptive Behavior Based on Teachers' Assessment

采用学生学校适应教师评定量表对650名留守儿童和698名非留守儿童进行研究,发现:留守儿童学校适应的总体水平极其显著低于非留守儿童,在适应良好的学生中,留守儿童显著少于非留守儿童;留守儿童积极完成学校任务、人际自表与交往信心显著低于非留守儿童,而学习中的消极行为、学校问题行为以及不良社交问题显著多于非留守儿童;不同性别、学段、学习成绩留守儿童学校适应差异性显著,监护的不同对学校适应影响不明显;留守儿童中,男生、初中生、学业成绩不良学生应得到更多的关注和引导。

The questionnaire survey using T-CRS2.1 was conducted among 650 left-behind children and 698 non-left-behind children. The result shows： the general level of left-behind children＇ s school adaptation is significantly lower than the non-left-behind, and the number of adaptive members in those left behind is significantly lower than in the non-left-behind. In fact, the score of positive factors in Task Orientation,Assertiveness and Peer Social Skills of the left-behind are significantly lower than the non- left-behind, but the negative factors score are significantly higher than the non-left-behind in learning, school problem behavior and sociality. There are many significant differences in school adaptation between different gender, grades and academic achievement except tutelary background. Then, we should pay more attention to schoolboys,junior high school students and poor achievements in left - behind children.