Investigation of English learning strategy employed by senior middle school students in Zhanjiang City： A comparison of students from urban and rural areas

After a review of learning strategy research in China and abroad, this paper made an investigation on the differences in use of learning strategies reported by urban and rural students from four middle schools in Zhanjiang city. The investigation revealed the following findings： urban students employ cognitive and social strategies more frequently than rural students; urban students reported a wider range of strategies compared with their rural peers; urban students of intermediate achievements employ more social strategies than their rural peers, while rural students use affective strategy significantly more often; urban and rural students reported different patterns of gender difference.

A Study of English Learning Strategies Employed by the Rural Junior School Students in Anhui Province

In order to find out whether the English learning strategies specified in the Requirements have been used by the junior middle school students whose English studies are guided by the current Syllabus,how frequently they make use of them,and whether there are any disparities between the specifications of the Requirements and the current conditions of the students using English learning strategies,the author of this thesis attempt to find out the answers to three questions:1) How is the general condition of the students using the learning strategies and what problems exist? 2) Are there any differences with statistical significance in using English learning strategies between male and female students? 3) Are there any differences with statistical significance in using learning strategies between successful and unsuccessful students?

Study on the stress level and coping channels of Chinese urban and rural senior high school students learning on-campus after their return to school during the post-COVID-19 pandemic period

Objective:The study aims to understand the level of perceived stress and related influencing factors among the urban and rural senior high school students in China and their channels of coping with the stress,when they shifted from home-based online learning to on-campus learning after their return to school during the post-Coronavirus disease 2019(COVID-19)pandemic period.Methods:From January to March 2021,the Chinese Perceived Stress Scale(SSCPs-14)and a self-designed questionnaire were used for the online survey among the senior high school students from six secondary schools(three from cities and three from counties)in three provinces of China(Shandong,Shanghai and Sichuan)who were selected by convenient sampling.Descriptive analysis,t-test,χ^(2)test and multivariate logistic regression were used to analyze the data.Results:A total of 1,462 respondents were enrolled in the study,of which 41.66%were urban students and 58.34%were rural ones.Their overall average score of CPSS-14 was 21.69±7.65.The respondents reported the following influencing factors of perceived stress,including"Change of their learning and sleep schedule(OR=1.426,95%CI:1.056~1.927,P=0.021),"Communication with their family members(OR=2.820,95%CI:1.971~4.034,P<0.001)and"The family’s financial status"(OR=1.675,95%CI:1.181~2.376,P=0.004).Their coping strategies when facing with the stress were ranked from high to low frequency as follows:"Talk to friends(34.63%)","Talk to parents(26.88%)","Seek help from teachers(14.53%)","Deal with it on my own(13.21%)","Seek help from a psychological counsellor(7.95%),"Others(1.42%)"and"Ignore the problem(1.39%)".Rural students with three and more than three coping channels(44%)were more than urban students(36%),with a statistically significant difference between the two(χ^(2)=10.878,P=0.012).A higher proportion of respondents(49.4%)with fewer coping channels reported high level of perceived stress,compared with those with multiple coping channels(33.4%).The difference between the two groups was statistically significant(χ^(2)=55.956,P<0.001).Conclusion:Senior high school students were faced with the stress brought about by the shift from the on-line learning to on-campus learning after their return to school during the post-COVID-19 pandemic period.The change of their learning and sleeping schedule,communication with family and their family’s financial status were the main influencing factors of senior high school students'stress after their return to school.Senior high school students with more coping channels had lower level of stress.Therefore,it is suggested that stress relief measures should be taken to promote the mental health of senior high school students in the post-COVID-19 pandemic period.

Strangers in a New Land: Rural School Personnel’s Perceptions of the Implementation of an International Student Program

Many high schools in the northeastern United States have suffered from declining enrollment due to a declining population of school-age children in the region.Administrators,counselors and teachers perceive many impacts of the implementation of an international student program at a rural high school.This qualitative case study reveals that the rural high school’s unique nature impacts international student programs,international students influence both school culture and programming,and international students suffer from isolation.School leaders would benefit from considerations in the form of professional development both prior to implementation of an international student program and ongoing throughout its duration.It is important for schools to find ways to respectfully honor student cultures and optimize learning experiences.School leaders would be wise to determine desired size of international student programs and make efforts accordingly to achieve that size for optimal effectiveness for the benefit of both host and international students.Implications and recommendations for future research include further exploration of the perceived experiences of European and Chinese international students,understanding the unique nature of rural high schools and international student experiences,and examination of school practices.

Place and Belonging: How Rural Primary School Principals can Promote Boarders’ Development by Building their Sense of Belonging to School?

Rural boarding schools in compulsory education in China have proliferated with school merger program.This paper analyzes the relationship between school belonging and student development and the factors that influence students'sense of belonging in rural boarding schools.The paper examines how principals in rural boarding schools in China can promote student development by building a sense of belonging.The paper argues that building this sense of belonging can serve as a solution to the current problems affecting rural boarding schools,improve the quality of rural primary education,and promote student development.

School Boarding and Students'Prosocial Behaviors:Evidence from Rural China

This study investigated the efects of boarding at school on students'prosocial behaviors in rural China using data from the National Children's Study of China.The instrumental variable(IV)approach was used to control for potential endogeneity,and the IVs were the proportion of boarding students in higher grades and the school area per student.The ordinary least squares and IV estimates showed that boarding students exhibited more prosocial behaviors,including compliance with rules,positive traits,and altruistic attitudes.These results were robust.Heterogeneity analyses suggested that students from low-income families,children who were not"left behind,"high-grade students,and female students were more likely to benefit from boarding.We found that these effects were primarily due to boarding students developing stronger feelings of trust and support from their peers and teachers and participating in more school-organized events and team activities.

乡村教育振兴下师范生实习支教改革研究

实习支教在我国教育规模发展的特殊历史时期产生,是具有中国特色的地方师范院校扶持乡村教育之路。乡村教育振兴的逻辑通路是促进乡村教育高质量发展,而乡村教育高质量发展对师范生实习支教提出了新要求。乡村教育振兴下,师范生实习支教改革的主旨为精准实习支教,实习与支教互利共生和教师专业成长。当前,实习支教存在着供需矛盾突出,深层合作机制欠缺,对师范生专业发展支持不足等问题。乡村教育振兴下师范生实习支教改革,应建立响应乡村教育需求的多元实习支教链条,深化师范院校与乡村学校互利共生机制,加强乡村教育环境中实习生专业成长支持,以便促进乡村教育高质量发展。

我国城乡高中一、二年级学生体质健康测试状况的调查研究

背景目前有关高中生体质健康测试成绩的研究以各省、市内局部地区较为多见,多中心大样本量的全域研究甚少。各类学校在普遍开展线上与线下混合式教学时,势必延长了高中生本已较长的静坐时间。这种趋势是否对高中生的体质健康产生一定的影响,亟待开展全域范围的调查研究。目的调查并分析我国七大地区城乡高中一、二年级学生的体质健康测试成绩水平及相关影响因素,探索出高中一、二年级学生的体质健康水平均衡提升的赋能路径。方法采用分层随机整群抽样方法,于2019年1—3月在我国31个省(直辖市、自治区)七大地区(华东、华南、华北、华中、西北、西南、东北)高中学校按照市区县与乡镇村进行分层抽样,然后随机整群分别选取市区县高中学校和乡镇村高中学校各1所,共62所学校42523名在读的高一、高二年级学生进行调研,同时收集学生的体质健康测试成绩数据(BMI反映身体发育水平,肺活量反映身体功能,坐位体前屈反映躯体柔韧度,引体向上、50 m跑、立定跳远反映上下肢爆发力量水平,1 min仰卧起坐反映躯体核心力量水平,800 m跑、1000 m跑反映心肺耐力水平),并运用非参数检验及多元线性回归分析探讨体质健康测试成绩水平的影响因素。结果42523名高中生的中位年龄为16.0(16.0,17.0)岁;男生20074名(47.2%)、女生22449名(52.8%),市县区21725名(51.1%)、镇乡村20798名(48.9%)。七大地区高中生性别、城乡分布比较,差异有统计学意义(P<0.05)。七大地区高中男生各项体质健康测试成绩比较,差异均有统计学意义(P<0.05);各项体质健康测试成绩前三的地区如下:身高(华北>东北>华中)、体质量(东北>华北>华中)、BMI(华中>东北>华北)、肺活量(东北>华中>华南)、50 m跑(华南>华中>华东)、立定跳远(华南>华北>西北)、坐位体前屈(华南>西南>华中)、引体向上(华南>西南>西北)、1000 m跑(华南>华中>西南)。市县区高中男生的肺活量成绩高于镇乡村,50 m跑、立定跳远、坐位体前屈、引体向上、1000 m跑成绩低于镇乡村(P<0.001)。七大地区高中女生各项体质健康测试成绩比较,差异均有统计学意义(P<0.05);各项体质健康测试成绩前三的地区如下:身高(华北>东北>西北)、体质量(东北>华北>西北)、BMI(东北>华北>西北)、肺活量(东北>华南>华中)、50 m跑(华南>华中>华东)、立定跳远(华南>华北>华中)、坐位体前屈(东北>华中>华南)、1 min仰卧起坐(华北>华中>华东=西南)、800 m跑(东北>华中>华南)。市县区高中女生的身高、体质量、BMI成绩高于镇乡村,肺活量、50 m跑、立定跳远、坐位体前屈、1 min仰卧起坐、800 m跑成绩低于镇乡村(P<0.001)。多元线性回归分析结果显示,男生引体向上成绩与BMI、1000 m跑成绩呈负相关,与50 m跑、立定跳远、坐位体前屈成绩呈正相关(P<0.05),坐位体前屈为最主要的影响因素,1000 m跑次之;1000 m跑成绩与BMI、肺活量、引体向上成绩呈负相关,与50 m跑、立定跳远、坐位体前屈成绩呈正相关(P<0.05),引体向上为最主要的影响因素,坐位体前屈次之。女生1 min仰卧起坐成绩与BMI、肺活量、立定跳远、800 m跑成绩呈正相关,与50 m跑、坐位体前屈成绩呈负相关(P<0.05),BMI为最主要的影响因素,坐位体前屈次之;800 m跑成绩与BMI、50 m跑、坐位体前屈成绩呈负相关,与立定跳远、1 min仰卧起坐成绩呈正相关(P<0.05),坐位体前屈为最主要的影响因素,BMI次之。结论我国市县区高中一、二年级男生的身体发育水平与镇乡村相当,但市县区高中一、二年级女生的身体发育水平高于镇乡村女生。市县区高中一、二年级学生的上下肢爆发力量、躯体核心力量、心肺耐力水平均显著低于镇乡村。除身体发育水平以外,华南地区的高中一、二年级男生的体质健康各项测试成绩水平的优势十分明显。

乡村振兴背景下食品类专业学位研究生食品包装实践能力培养模式

实践能力培养是专业学位研究生培养的核心环节,也是衡量研究生分类培养质量的关键区分领域。从食品类专业学位研究生培养存在的问题分析出发,结合乡村振兴对食品包装实践能力的需求特点,提出了基于村校协同、产教协同的研究生食品包装实践能力培养模式,包括建立“2+3+3”村校协同育人模式、实施食品包装专业实践项目(案例)、优化乡村振兴“双导师”制、发挥高校-产业技术创新联盟纽带作用、推进研究生专项制改革等方法。经验证,该模式应用成效显著,可以作为食品类专业学位研究生以及食品包装相关的其他专业硕士学位研究生开展专业实践的参考或示范。

农村寄宿制初中生独处偏好与攻击性行为的关系——基于潜在剖面分析

为探索农村寄宿制初中生的独处偏好与攻击性行为的关系,采用攻击性问卷(AQ)、独处偏好量表(PSS)对516名农村寄宿制初中生进行调查。结果显示:一是农村寄宿制初中生攻击性存在显著的群体异质性,分为低攻击型、中等攻击型与高攻击型;二是相比低攻击型,农村寄宿制留守初中生在中等攻击型中占比更大,父母受教育程度越低的农村寄宿制初中生在高攻击型中占比更大,年级越高的农村寄宿制初中生在中等攻击型、高攻击型中占比更大;三是具有高独处偏好的农村寄宿制初中生更可能归属于中等攻击型和高攻击型。研究结果验证了农村寄宿制初中生攻击性存在显著的群体异质性,且年级、是否留守、父母受教育程度、独处偏好是其影响因素。

累积生态风险对农村初中生英语学习习得性无助感的影响:积极心理资本的中介作用

对H省农村中学的805名学生进行问卷调查,考察累积生态风险对农村初中生英语学习习得性无助感的影响,以及积极心理资本在其中所起的作用。研究发现:(1)农村初中生积极心理资本和英语学习习得性无助感存在性别差异,累积生态风险和英语学习习得性无助感存在年级差异;(2)累积生态风险显著正向预测农村初中生英语学习习得性无助感,积极心理资本显著负向预测农村初中生英语学习习得性无助感;(3)积极心理资本在累积生态风险和农村初中生英语学习习得性无助感之间起中介作用。为降低农村初中生英语学习习得性无助感,要从家庭、学校、同伴、社区等不同方面着力,减少高风险因素,为初中生创设良好的成长环境;重视学生积极心理资本培养,增强农村初中生的心理韧性、希望感,提高其学习动力、自信心和适应能力;强化家校社协同,家长履行“第一责任”,注重亲子间的感情纽带维系,主动配合学校教育。

人在心不在:农村初中生隐性辍学类型与生成机制

在党和政府积极推进“控辍保学”政策背景下,我国“普九”完成率实现历史跨越。但值得注意的是,农村地区初中生隐性辍学现象变得普遍,并成为阻碍乡村教育发展的不容忽视力量。本研究基于对中部某省G镇初中的深度调研和访谈,发现隐性辍学生们对“教育改变命运”话语产生动摇,生成“读书无用”和“读书无望”两种教育观念,这导致不同观念类型的学生在消磨大量在校时间中陷入隐性辍学状态。去教育竞争的父母、排斥希望的学校以及享乐正义的同辈群体等多重因素使上述两类消极教育观念不断再生产,并使农村学生陷入发展困境。因此,推动乡村教育发展不仅需要投入资源改善乡村教育质量,更要引导和重塑农村学生的积极教育观念,帮助他们建立学习信念,减少隐性辍学,实现学生主体性和外在教育环境的双重进步。

农村初中生歧视知觉与学校适应的关系——一个链式中介模型

为探讨农村初中生歧视知觉与学校适应的关系以及积极心理资本与孤独感在两者之间的中介作用,采用歧视知觉量表、积极心理资本量表、青少年孤独感量表和初中生学校适应量表对1097名农村初中生进行调查。结果发现:(1)农村初中生歧视知觉能显著负向预测学校适应;(2)积极心理资本与孤独感在农村初中生歧视知觉与学校适应关系中的链式中介作用显著,同时孤独感的单独中介作用显著;(3)农村初中生歧视知觉与学校适应关系模型具有一定的稳定性,在不同性别及是否留守初中生群体间差异不显著。

农村初中生道德自我知觉对亲社会意愿和欺骗行为的影响

研究探讨了农村初中生道德自我知觉对其亲社会意愿和欺骗行为的影响。实验1选取375名农村初中生,考察农村初中生道德自我知觉对亲社会意愿的影响。结果发现,道德自我知觉提升组和道德自我知觉降低组的亲社会意愿均显著高于控制组;实验2选取与实验1不同的333名农村初中生,考察农村初中生道德自我知觉对欺骗行为的影响。结果发现,道德自我知觉提升组的欺骗行为显著高于道德自我知觉降低组和控制组,道德自我知觉降低组的欺骗行为显著低于控制组。研究表明,道德自我知觉提升的农村初中生在亲社会行为中出现了道德一致性效应,在欺骗行为中出现了道德心理许可效应;而道德自我知觉降低的农村初中生无论在亲社会行为还是欺骗行为中,都出现了道德净化效应。

苦学、混日子或放弃:高考改革背景下县中农村高中生的日常学习

近年来,以农村生源为主的县中升学状况不容乐观。许多研究将其归咎于超级中学抢夺县中的优质生源和优秀教师,鲜有研究留意到高考改革背景下农村高中生的日常学习行动。本文借助布迪厄的实践理论分析河南省一所县中农村学生在高考改革后“学”的常规实践:苦学、混日子或放弃。由于家庭文化资源匮乏、学校教学方式僵化,苦学成为农村学生竞逐升学机会的基本途径。然而,随着高考改革越来越强调活学活用,农村学生的苦学成为死读书,很难在高考中脱颖而出。在强烈感知到苦学效用有限时,他们诉诸混日子或弃考。本文指出,扭转县中升学困局有赖于调整农村学生付出学业努力的方式,而改变学校僵化的教学方式至关重要。

不同膳食模式中学生超重肥胖影响因素的城乡差异研究

目的:探讨城乡之间不同膳食模式中学生超重肥胖的影响因素,为预防和控制中学生超重肥胖提供更有针对性的指导。方法:收集泸州市3 869名中学生的膳食数据和体格检查数据,运用主成分分析法提取膳食模式,并进行Logistic回归分析。结果:本研究共提取了3种膳食模式,分别为传统、蔬果以及速食模式。多因素Logistic回归分析结果显示,性别、是否为独生子女、母亲文化程度以及父亲体型对城市中学生超重肥胖的影响显著(P <0.05);父母亲体型、锻炼强度以及每周在校吃饭天数对乡村中学生超重肥胖的影响显著(P <0.05)。结论:不同膳食模式下影响泸州市中学生超重肥胖的因素不同,相关部门应针对不同情况采取干预措施,预防中学生超重肥胖的发生。

“双减”背景下乡村学校课后服务建设的理念、价值与实践进路

在“双减”背景下,乡村学校课后服务建设应始终坚持公平可及、以生为本、协同互补的原则理念,关注学生的学习和兴趣需要,从学习活动入手,丰富学习实践活动,促进学科作业的融合渗透。“双减”背景下的乡村学校课后服务,是丰富学生学习形式的有效手段,构建有效学习情境的重要环节,促进学生全面发展的创新举措。加强乡村学校课后服务建设,要重视打牢学生的学习基础,采取有效的措施调动学生的学习兴趣,创新学生学习模式,以取得预期的成效。

农村中职生厌学心理成因及对策研究

现代科技的进步、社会的飞速发展给人们的生活方式带来了极大的便利,其文化观念、生活方式、思维意识都发生着剧烈变化。中职生是我国社会不容忽视的一个群体,也是充满青春、富有活力的群体,更是将来社会发展与城乡建设的中流砥柱。当前,受学生自身、家庭、社会等诸多因素的影响,不少边远山区中职生存在一定的厌学心理,学生心理健康与否不仅影响学生的身心发展,还关系到人才培养的质量和中国的社会发展水平。文章针对上述问题,探究边远山区中职生厌学心理的成因及对策。

小学生劳动认知和实践情况的现状调查——以广西城乡小学生为例

劳动教育是国民体系的重要内容,是学生成长成才的必要途径,也有助于国家的稳定和发展。广西壮族自治区是一个多民族的省份,地理位置多样,文化多元,使得小学生的劳动教育发展面临着一系列挑战。然而,目前现有的实证研究却极少涉及广西壮族自治区的劳动教育现状。因此,本文通过问卷法、访谈和实地调研等方式,对广西城乡小学生的劳动认知和实践情况的现状进行了调查,并通过一系列反思,以期为广西壮族自治区的小学生劳动教育提供有针对性的改进建议。

乡村教育在地化变革的意蕴与路径

乡村学校开展在地化教育是乡村教育与一方水土的教育情境相衔接、推进农村教育现代化的重要抓手。当前,乡村振兴战略促进乡村教育内生发展,亟需乡村教育基于乡土知识教与学实践的“行动者—网络”关系,促进以“内—行动”方式实现“互相构建”的在地化变革。乡村教育在地化变革的实践结构体现为空间资源化、资源教育化、教育素养化。乡村教育在地化变革的有效推进,要形塑乡村校长在地化教育理念,加强在地化教育团队建设,推进在地化教育课程构建与实施,构建在地化教育场域,提升学生综合素养等。