摘要
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.
出处
《长江师范学院学报》
2009年第3期143-147,168,共6页
Journal of Yangtze Normal University
基金
香港乐施会项目"贵州省留守儿童现状及对策调查研究"(CHL-94505-01-0607A-K)
关键词
学习状况
农村留守儿童
民族地区
黔东南苗族侗族自治州
learning situation
rural left-behind children
minority areas
Southeast Guizhou Miao-Dong Autonomous Prefecture