贵州省民族地区农村留守儿童学习状况调查分析——以黔东南苗族侗族自治州为例

An investigation on the learning situation of left-behind children in the minority rural areas of Guizhou Province——Taking the Autonomous Prefecture of Miao and Dong Minorities in the southeast Guizhou Province as an example

对黔东南苗族侗族自治州4个乡镇的留守儿童学习状况进行微观社会学研究。研究发现:留守儿童学习的客观环境比不上非留守儿童,但与众多研究结果不太一致的是,留守儿童学习的主观因素较好于非留守儿童,留守儿童和非留守儿童的成绩总体上无区别,并进一步对此学习状况作了分析。

The author made a micro sociological research on the learning situation of left - behind children in four villages and towns of the Autonomous Prefecture of Miao and Dong Minorities in the southeast Guizhou Province. It was found that objective environment of the left - behind children was inferior to that of non left - behind children, while there＇s a difference from many other research results, namely the subjective factors of left- behind children were superior to the latter. As to the children＇s learning result, generally there＇s no difference between the left - behind children and non left - behind children. The students＇learning states were then further analyzed.