摘要
为探讨教师支持对农村留守儿童学校适应的影响,研究采用农村留守儿童学校适应量表和农村留守儿童教师支持量表,对659名农村儿童进行问卷调查,其中323名为留守儿童。研究发现农村留守儿童的学校适应性并没有因性别而产生显著差异,但会因与父母联系频率和看护人的受教育程度而产生显著差异。农村留守儿童的教师支持和学校适应总体及各维度之间的相关性有显著差异,且具有正向的相关关系,说明教师支持对农村留守儿童的学校适应产生一定的影响作用。因此,提出通过加强教师情绪性和工具性支持,营造班级和谐氛围,来促进农村留守儿童的学校适应。
In order to explore the impact of teacher support on the school adaptation of rural left-behind children,this study adopted the school adaptation Scale for rural left-behind children and the teacher support Scale for rural left-behind children.A questionnaire survey was conducted among 659 rural children,323 of whom were left-behind children.The study found that the school adaptability of rural left-behind children did not have significant differences due to gender,but they had significant differences due to the frequency of contact with parents and the education level of caregivers.The correlation between teacher support and general and specific school adaptation of rural left-behind children is significantly different and positively correlated,indicating that teacher support has a certain influence on school adaptation of rural left-behind children.Therefore,it is proposed to strengthen teachers’emotional and instrumental support and create a harmonious atmosphere in class to promote the school adaptation of rural left-behind children.
作者
高洁
唐玉凤
奥成溪
GAO Jie;TANG Yu-feng;AO Cheng-xi(School of Education Science,Shaanxi Xueqian Normal University,Xi’an 710100,China)
出处
《陕西学前师范学院学报》
2021年第9期120-126,共7页
Journal of Shaanxi Xueqian Normal University
基金
陕西省教育厅项目(21JP028)
大学生创新创业训练计划项目(S202114390048)。
关键词
留守儿童
学校适应
教师支持
left-behind children
school adaptation
teacher support