西部农村小学生同伴群体构成研究——基于整体网络分析方法

On the Peer Formation of Pupils in Rural Primary Schools in Western China:Based on Whole Network Analysis

西部农村家庭情感教育的"缺位"使得许多学生被迫转向同伴群体寻求情感支持。在此社会背景下,对西部农村小学生的同伴群体构成进行研究具有重要的现实意义。通过对广西三江县、云南剑川县、贵州纳雍县与盘县20所小学的1 750名小学生进行问卷调查,结果表明:(1)大部分学生能够归属于某个同伴群体,并且性别、年级、民族、家庭地理位置、独生情况及班干部经历等因素对学生的同伴群体参与程度具有一定影响,但寄宿生与非寄宿生、留守儿童与非留守儿童的同伴群体参与程度并不存在显著性差异。(2)同伴群体表现出性别趋同性,但是随着年级的升高混合同伴群体的数量呈现上升趋势。另外,大部分儿童并不会依据社会文化背景来选择同伴形成交往圈子,而是愿意与不同社会文化背景的儿童进行交往,形成混合社会文化背景的同伴群体。对此,教师应该正确认识并充分利用同伴群体对成员的影响力,积极引导同伴群体的活动和交往,从而将同伴群体开发为教育教学和班级管理的重要资源,以促进学生的健康发展。

The absence of family emotional education in western rural areas has forced many students to turn to peer groups for emotional support. Under this social background, it is significant to study the peer formation of the pupils in rural primary schools in Western China. A questionnaire survey was conducted among 1750 students in 20 primary schools from the provinces of Guangxi, Yunnan and Guizhou. Results show that, 1） Most students could participate in a peer group and such elements as gender, grade, ethnic groups, family geographical locations, only child status and class leader experience have certain influence on the degree of peer group participation. However, there were no significant differences in the degree of participation between the boarders and non boarders, the left behind children and the non left behind children. （2） The peer groups show gender similarity, but the number of mixed gender groups shows an upward trend with the increase of grades. In addi tion, most students prefer to interact with children of mixed social and cultural background to form peer groups. In this regard, teachers should correctly understand and make full use of the influence of peer groups on their members, and guide the activities and contacts of peer groups, so as to develop peer groups as an important resource for teaching and class management and to promote the students＇ healthy development.