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

A Study of Learning Situation of Rural Left-behind Children in Nationality Areas of Guizhou Province——A Case Study of Southeast Guizhou Miao-Dong Autonomous Prefecture

黔东南苗族侗族自治州四个乡镇的留守儿童学习状况进行微观社会学研究后,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做了分析。

In the micro-sociological research of the learning situation of rural left-behind children in four townships of Southeast Guizhou Miao-Dong Autonomous Prefecture, the writer of this paper finds that different from other researches, although the objective learning environment is poorer than that of non-left-behind children, left-behind children have a better subjective factors, and that there is generally no obvious difference between achievements of left-behind children and those of non-left behind children. In light of this phenomenon, the writer makes a further analysis in the paper.