流动人口子女城市教育融入现状及其影响因素研究——以江西省为例

Study on the Status Quo of Urban Education Integration of Migrant Children and Its Influencing Factor

围绕学习融入、人际融入、心理融入三个维度设计指标对流动人口子女城市教育融入现状进行测评,并构建计量经济模型分析影响流动人口子女城市教育融入的因素。研究发现,是否为独生子女、学习成绩、父母亲最高学历、经济收入、班主任职称、班主任为流动人口子女教育融入所做出的努力都是显著影响城市教育融入的正向因子,学校性质对流动人口子女城市教育融入有显著的负面影响。家庭、学校、政府、社会应相互协作,努力促进流动人口子女的教育融城。

Based on the three dimension design indicators of learning integration, interpersonal integration and psychological integration, this paper evaluates the status quo of urban education integration of migrant children, and constructs an econometric model to analyze the factors affecting urban education integration of migrant children. The study found that an only child environment, academic achievement, the highest degree of parental education, economic income, the title of the head teacher, and the efforts made by the head teacher to integrate the education of migrant children are all positive factors that significantly affect the integration of urban education. The nature of the school has a significant negative impact on the integration of urban education for migrant children. Families, schools, governments, and society should coordinate their efforts to promote the education and integration of migrant children.