自20世纪90年代起,我国的社会经济结构发生了深刻的变革,农村地区普遍出现了“农村空心化”现象,大批农村青壮年选择外出务工,这一现象所导致的农村留守儿童数量剧增的问题得到了社会政府的高度重视。留守儿童作为社会转型期的特殊群体...自20世纪90年代起,我国的社会经济结构发生了深刻的变革,农村地区普遍出现了“农村空心化”现象,大批农村青壮年选择外出务工,这一现象所导致的农村留守儿童数量剧增的问题得到了社会政府的高度重视。留守儿童作为社会转型期的特殊群体,他们的成长和发展受到了广泛关注。其中,家庭教育作为孩子成长的基石,其重要性不言而喻。然而,由于父母的外出务工,留守儿童往往无法享受到完整的家庭教育。这导致农村留守儿童家庭教育主体呈现多样化,包括母亲、父亲、隔代亲属、亲朋和自我教养等类型。这种家庭教育主体的多样性,无疑给留守儿童的成长带来了复杂的影响。为深入探究不同家庭教育主体对留守儿童社会化的影响,本研究选取北京市四渡河村的留守儿童作为研究对象,通过问卷、观察和访谈等多种方法进行全面而细致的调查。着重分析了不同家庭教育主体对留守儿童的生活技能、道德品质、自我认知、社会适应和性格特质等方面的影响,并探讨了这些影响背后的原因。基于研究结果,我们提出了相应的对策建议,旨在帮助留守儿童获得更好的成长环境和发展机会。Since the 90s of the 20th century, China’s social and economic structure has undergone profound changes, and the phenomenon of “rural hollowing” has generally appeared in rural areas, and a large number of rural young and middle-aged people choose to go out to work, which has led to the sharp increase in the number of left-behind children in rural areas, and has been highly valued by the social government. As a special group in the period of social transition, the growth and development of left-behind children have received extensive attention. Among them, the importance of family education, as the cornerstone of children’s growth, is self-evident. However, due to the migration of their parents, left-behind children are often unable to enjoy a complete family education. As a result, the subjects of family education for left-behind children in rural areas are diversified, including mothers, fathers, intergenerational relatives, relatives and friends, and self-parenting. This diversity of family education subjects has undoubtedly had a complex impact on the growth of left-behind children. In order to further explore the influence of different family education subjects on the socialization of left-behind children, this study selected left-behind children in Siduhe Village, Beijing as the research object, and conducted a comprehensive and detailed investigation through questionnaires, observations, interviews and other methods. This paper focuses on the analysis of the influences of different family education subjects on the life skills, moral character, self-awareness, social adaptation and personality traits of left-behind children, and discusses the reasons behind these influences. Based on the results of the study, we will put forward corresponding countermeasures and suggestions to help left-behind children obtain a better growth environment and development opportunities.展开更多
文摘自20世纪90年代起,我国的社会经济结构发生了深刻的变革,农村地区普遍出现了“农村空心化”现象,大批农村青壮年选择外出务工,这一现象所导致的农村留守儿童数量剧增的问题得到了社会政府的高度重视。留守儿童作为社会转型期的特殊群体,他们的成长和发展受到了广泛关注。其中,家庭教育作为孩子成长的基石,其重要性不言而喻。然而,由于父母的外出务工,留守儿童往往无法享受到完整的家庭教育。这导致农村留守儿童家庭教育主体呈现多样化,包括母亲、父亲、隔代亲属、亲朋和自我教养等类型。这种家庭教育主体的多样性,无疑给留守儿童的成长带来了复杂的影响。为深入探究不同家庭教育主体对留守儿童社会化的影响,本研究选取北京市四渡河村的留守儿童作为研究对象,通过问卷、观察和访谈等多种方法进行全面而细致的调查。着重分析了不同家庭教育主体对留守儿童的生活技能、道德品质、自我认知、社会适应和性格特质等方面的影响,并探讨了这些影响背后的原因。基于研究结果,我们提出了相应的对策建议,旨在帮助留守儿童获得更好的成长环境和发展机会。Since the 90s of the 20th century, China’s social and economic structure has undergone profound changes, and the phenomenon of “rural hollowing” has generally appeared in rural areas, and a large number of rural young and middle-aged people choose to go out to work, which has led to the sharp increase in the number of left-behind children in rural areas, and has been highly valued by the social government. As a special group in the period of social transition, the growth and development of left-behind children have received extensive attention. Among them, the importance of family education, as the cornerstone of children’s growth, is self-evident. However, due to the migration of their parents, left-behind children are often unable to enjoy a complete family education. As a result, the subjects of family education for left-behind children in rural areas are diversified, including mothers, fathers, intergenerational relatives, relatives and friends, and self-parenting. This diversity of family education subjects has undoubtedly had a complex impact on the growth of left-behind children. In order to further explore the influence of different family education subjects on the socialization of left-behind children, this study selected left-behind children in Siduhe Village, Beijing as the research object, and conducted a comprehensive and detailed investigation through questionnaires, observations, interviews and other methods. This paper focuses on the analysis of the influences of different family education subjects on the life skills, moral character, self-awareness, social adaptation and personality traits of left-behind children, and discusses the reasons behind these influences. Based on the results of the study, we will put forward corresponding countermeasures and suggestions to help left-behind children obtain a better growth environment and development opportunities.
