A Survey on English Reading Status of Left-behind Children in Rural Areas of Northern China

Taking Suining County in Xuzhou city of Jiangsu province as the survey subject,this paper is to study the current English reading situation of the left-behind children based on a questionnaire survey of 472 respondents from 4 primary and middle schools in rural areas.The result indicated that there are serious problems in the current situation of English reading among left-behind children in rural areas,which are as follows:insufficient reading time and books,few access to having books,increased digital reading,many reading disabilities,poor reading environment,etc.This paper analyzes the reasons and gives corresponding countermeasures for society,school and family,to improve the English reading condition of rural left-behind children and to better promote their reading ability and habits.It also provides the reference for narrowing the disparity gap of reading resources services between urban and rural China.

Research on The Social Assistance of Left-behind Children in Rural Areas under The Policy of Precise Poverty Alleviation

With the development of economy, a large number of surplus labor force in rural areas has been transferred to cities, resulting in the increasing number of left-behind children in rural areas. Left-behind children are in a critical period of ideological enlightenment, accepting obligation education, outlook on life and world outlook, and the absence of parental care and education has a negative impact on their growth. It is an important problem to solve this problem in every aspect of society.

A comparative study on the extracurricularreading environment of urban and rural children in Chongqing Reservoir Area

Purpose: So far, there have been few studies that discussed children’s reading environment in China’s poverty-stricken areas, this study aims to explore differences existed in extracurricular reading environment between urban and rural children in Chongqing Reservoir Area with empirical evidence.Design/methodology/approach: Using a questionnaire survey, empirical data was collected from 105 participants. Then proposed hypotheses and the reliability of the observation variables were respectively examined with ANOVA and factor analysis. The statistical analysis software SPSS19.0 was used to analyze the data.Findings: Our results showed that 1) differences did exist in school and social reading environment between urban and rural children in Chongqing Reservoir Area; 2) differences in family reading environment between urban and rural children in Chongqing Reservoir Area were not obviously observed.Research limitations: The empirical data were collected from only one county of Chongqing Reservoir Area, which may have partially affected the generalization of our conclusions. In addition, the response rate of questionnaires was comparatively low due to a relatively limited research period. Practical implications: This study would provide some reference for governments, libraries, schools and families to consider how to jointly narrow the gap in the extracurricular reading circumstance between urban and rural children in Chongqing Reservoir Area.Originality value: This is one of the first studies to explore similarities and differences in extracurricular reading environment between urban and rural children in Chinese povertystricken areas, which will help research communities to gain a deeper understanding of children’s reading environment in Chinese Reservoir Area.

Emotional and Behavioral Problems of Left-Behind Children in Impoverished Rural China:A Comparative Cross-Sectional Study of First Grade Junior High School

Objective:To investigate the prevalence of emotional and behavioral problems and related factors of left-behind children in impoverished rural China(mainly in thefirst grade of junior high school).Methods:A cross-sectional survey of rural households in 27 poverty-stricken counties in 12 provinces across China was conducted using the Strengths and Difficulties Questionnaire(SDQ).Results:The prevalence of emotional and behavioral problems in left-behind children was 11.7%,and that of non-left-behind children was 8.9%.There was statistical difference between the two groups(P<0.01).There are no differences between the two groups in terms of the various factors of SDQ.The incidence of insomnia in the left-behind group was 58.3%,which was higher than that in the non-left-behind group 50.9%(P<0.01);loneliness(62.1%vs.51.8%,P<0.01);running away from home(23.1%vs.18.8%,P<0.01),and self-injury behavior(16.8%vs.12.2%,P<0.01).Left-behind children are more likely to have negative psychological feelings including insomnia,loneliness,self-injury,and run away from home.They also experienced more bullying including maliciously teased by peers,intentionally excluded or isolated,physically threatened or intimidated.All of these factors are associated with their abnormal emotional and behavioural development.Conclusion:The incidence of emotional and behavioral problems of left-behind children in rural areas in poverty-stricken areas is significantly higher than that of non-left-behind children;Logistic regression analysis showed that bullying behavior and abnormal psychological characteristics are significantly associated with left-behind adolescents abnormal emotional and behavioral development.

Relationship between Poor Family Environment and Early Childhood Development in Rural Areas and Recommendations

In order to provide a policy basis for improving the early development of poor rural children,this paper uses quantitative data and quantitative research methods to study the early development of children in poor rural areas and the impact of family environmental quality on such development. The results show that the early development of poor rural children,especially the ability of social emotion is not perfect,and the quality of family environment has a significant impact on the early development of poor rural children. Therefore,in order to improve the early development of rural children,it is necessary to attach importance to the improvement of family environment and increase the interaction with children. The government needs to establish and improve the mechanism of providing early development services,increase investment and find more efficient service model.

农村留守儿童抗逆力的结构及问卷编制

为探讨农村留守儿童抗逆力的结构,本研究编制适应于农村留守儿童的抗逆力问卷。本研究采用半结构访谈和开放编码方式构建抗逆力理论模型,形成了初测问卷;采用整群随机抽样法选取农村留守儿童各550名分别进行初测和正式施测,并进行信效度检验。结果显示,农村留守儿童抗逆力问卷包含8个维度(逆境信念、社区融合、积极认知、问题解决、家庭支持、情绪调节、学校适应和朋辈支持)。问卷总分与因子分的Cronbachα系数为0.73~0.81,分半信度为0.83,重测信度为0.90,表明问卷信度良好;验证性因素分析指标拟合良好(χ^(2)/df=1.21,GFI=0.90,TLI=0.91,CFI=0.90,RMSEA=0.039,P=0.001)具有良好的效度;抗逆力总分及各维度得分均与效标问卷得分呈显著正相关(r=0.30~0.62,P<0.01),问卷具有较良好的效标关联效度。描述性统计分析发现,留守女生比男生抗逆力水平更好,留守时间“长短效应”仍然存在,父母受教育程度越高越有利于农村留守儿童抗逆力发展。这项研究表明,农村留守儿童抗逆力问卷具有较好的信度和效度,可用于留守儿童抗逆力的测评。

部分地区留守儿童教育现状调查

文章以问卷调查法为主要研究方法对部分地区留守儿童的教育状况开展调研。数据显示,我国部分地区留守儿童精神状态积极向上、学习成绩呈正态分布、对未来充满期待、有正当的文化需求。女性留守儿童和男性留守儿童在学习成绩等方面无显著性差异;同时,部分地区留守儿童在教育方面存在家庭教育缺失、学校教育内容单调、社会文化活动资源匮乏等问题。据此,文章提出提升留守儿童的家庭教育水平、发挥学校的育人核心作用、构建全方位的留守儿童教育新格局3个方面的建议,以期为提升留守儿童教育水平提供参考。

农村地区3~6岁儿童营养水平的提升策略探究——以四川省绵阳市为例

3~6岁是儿童生长发育的关键期,农村地区3~6岁儿童相较城市儿童在生长迟缓率、消瘦率、低体重率、贫血患病率及饮食生活习惯等方面均存在一定差异。为助力乡村振兴,进一步缩小城乡差距,提高该群体营养水平,需对其实施科学的营养干预,以绵阳农村地区3~6岁儿童为例,针对其存在的营养问题,提出系列干预策略。

4~7岁儿童代谢综合征有关指标之间相关模式研究

目的探究4~7岁儿童代谢综合征有关指标之间的相关模式。方法依托前期开展的孕期增补复合微量营养素预防母婴不良结局项目,在河北满城、元氏2县选取参加项目孕妇所生儿童1454名,于儿童4~7岁时测量身高、体重、腰围、血压并检测血脂和血糖。采用Pearson相关分析检验体质指数(BMI)、腰围、总胆固醇(CHO)、甘油三酯(TG)、高密度脂蛋白-胆固醇(HDL-C)、低密度脂蛋白-胆固醇(LDL-C)、空腹血糖(FPG)、收缩压和舒张压共9个指标之间的线性相关关系。参照美国心脏学会标准判定儿童中心性肥胖、高血压、高TG血症、低HDL-C血症和高血糖发生情况,采用关联分析的φ系数描述5个代谢综合征组分间的相关关系。结果儿童CHO与LDL-C相关关系强(r=0.82,P<0.001),腰围与BMI、收缩压与舒张压、CHO与HDL-C相关关系较强(r依次为0.63、0.60和0.74,P均<0.001),CHO与TG、TG与LDL-C、HDL-C与LDL-C中等强度相关(r依次为0.34、0.30和0.43,P均<0.001),其他指标之间为弱相关或无相关。儿童中心性肥胖与高血压、高TG血症、低HDL-C血症三者均呈弱相关关系(φ系数依次为0.06、0.08和0.07,P均<0.05),高血压和高TG血症呈弱相关关系(φ=0.05,P<0.05),其他代谢综合征组分间的φ系数无统计学意义。结论儿童收缩压与舒张压之间、腰围与BMI之间以及几个血脂指标彼此之间相关关系较强,包括HDL-C与CHO、LDL-C均为中等强度正相关关系,而血压、肥胖与血脂三类指标之间无明显相关,血糖与所有指标均无明显相关;儿童代谢综合征各组分间相关较弱或无相关,提示儿童代谢指标间相关模式与成人不完全相同,代谢综合征这一概念应用于儿童宜审慎。

家庭环境与农村儿童早期语言发展的关系

本研究以374名贵州农村地区小、中、大班年龄儿童为研究对象,开发并采用适合农村儿童的图片命名测验以及家庭环境调查问卷,描述农村学前儿童的口语词汇发展水平及家庭环境现状,并探讨家庭环境各因素(父母教育水平、家庭阅读活动、教育观念、家长评估及早期阅读教育)与学前儿童口语词汇发展的关系。结果表明:(1)农村学前儿童的口语词汇表现出随年龄增长而提高的发展模式;(2)农村儿童处于较为不利的早期家庭环境,包括较低的父母教育水平、早期阅读教育起步较晚等;(3)在这些家庭环境因素中,母亲教育水平和家庭阅读活动与儿童口语词汇显著相关,并且二者可以相对独立地预测儿童口语词汇发展。研究结果为农村贫困地区学前儿童语言发展的干预可行性提供重要的理论基础。

社会支持理论视角下农村留守儿童家庭教育探究

从社会支持理论视角出发,探讨农村留守儿童家庭教育中存在的问题及其解决策略,通过研究农村留守儿童家庭,发现留守儿童家庭存在教育资源缺乏、文化水平较低、教育方式单一、支持能力不足等问题,造成农村留守儿童在心理、学习、行为等方面产生一系列问题。结合社会支持理论,应从政府、留守儿童家庭、学校、社会四方面探索支持留守儿童家庭教育的策略,以期帮助其建立社会支持网络,推动家校社联结,链接社会各界资源,缓解留守儿童家庭教育压力,提升留守儿童家庭教育质量,加大对农村留守儿童家庭教育的投入,提高农村家长的教育意识与水平,为农村留守儿童提供更好的家庭教育环境,促进农村留守儿童的健康发展。

农村留守儿童心理健康问题及应对措施研究

当前,农村留守儿童心理健康问题已成为社会关注的焦点。采用《中小学生心理健康诊断测验(MHT)》,运用定量研究的方法对开封市187名农村中小学留守儿童进行调查研究发现:农村留守儿童心理健康问题各维度均有被检出情况,且在性别、留守类型、留守年限方面存在差异。分析其形成原因,并从政府、社会、学校、家庭以及农村留守儿童自身五个方面提出对策建议。

健康中国视域下我国农村儿童多维健康贫困测度研究

[目的]了解儿童多维健康贫困的现状、特征,为治理农村儿童健康贫困提供参考。[方法]采取A-F法,基于CFPS 2020年数据,从收入、健康禀赋、健康环境、健康保障4个维度构建指标体系,对健康贫困进行测度及分解。[结果]当K=0.3时,全国多维健康贫困发生率(H)为18.77%;收入维度对健康贫困的贡献率为32.37%;西部地区的多维健康贫困指数(M)、健康贫困发生率(H)、多维健康贫困剥夺强度(A)分别为0.122、23.31%、52.32%;与女童相比,男童M、H、A分别高出0.016、2.04%、2.95%;健康保障及疾病风险冲击对幼儿期儿童的健康贫困贡献率最大,分别为26.77%、3.43%。[结论]我国农村儿童健康贫困较为严峻,收入不足是主要原因;西部地区、男童更容易陷入健康贫困;与其他年龄段相比,低龄儿童更可能因为缺乏医疗保险而发生健康贫困。

幼儿园推普助力乡村振兴路径研究——基于对青海乡村幼儿园推普现状的调查

语言输入、语言加工、语言输出是语言习得的基本路径。从语言习得的角度看,推普具有社会性,互动生成是语言习得和推普的关键环节。本文立足推普助力乡村振兴的时代背景,以幼儿园教师为关注重点,通过对青海农村幼儿园教师和幼儿及家长互动和习得方式的推普调查、分析,旨在厘清青海农村推普中存在的短板与不足,探索影响与推普效果的内外在因素,并在此基础上提出“一中心三主体三体系内循环外联动”的“133”农村幼儿园推普模型,家园社融合的推普路径助力农村高质量推普。

游戏力视角下农村留守儿童情感支持系统建构研究

为有效满足农村留守儿童的情感需求,构建基于游戏力理论的情感支持系统。采用问卷调查与分析的方法在分析现有情感支持系统不足的基础上借助需求调研、活动设计、试点实施等构建全面的支持系统。结果表明,农村留守儿童的情感需求强烈,对情感支持系统的效果评价较高,整体反馈积极,该系统能够有效提升留守儿童的情感表达能力和心理健康水平。根据收集到的建议对该系统进行调整,通过加强家庭互动、增设心理咨询服务及丰富互动游戏内容对系统进行改进,从而进一步优化情感支持系统,促进留守儿童的全面发展。

乡村振兴背景下农村高年级小学生心理弹性水平调查研究

目的为更好的了解农村高年级小学生的心理弹性状况,并为提升农村高年级小学生心理弹性水平提供教育对策与建议。方法采取随机抽样法抽取河北某地区3所农村小学267名高年级小学生为被试,采用《青少年心理韧性量表》测查其心理弹性水平,运用SPSS26.0软件对收集的数据进行独立样本t检验。结果农村高年级小学生的心理弹性水平最低得分37分,最高得分131分,平均为(94±18)分,不同性别的农村高年级小学生心理弹性水平在情绪控制维度差异有统计学意义(P<0.01);五六年级的农村小学生心理弹性水平除人际协助维度外均差异有统计学意义;独生子女与非独生子女农村高年级小学生的心理弹性水平在情绪控制维度差异有统计学意义(P<0.05)。结论教育者需要根据农村高年级小学生的性别差异、独生子女与非独生子女差异等开展积极的心理健康教育,以进一步提升农村高年级小学的心理弹性水平。

农村留守儿童社会性发展差异及其机制研究——基于生活历史法

运用生活历史法对7位留守经历者进行访谈,了解并梳理其留守经历,发现被访者的社会性发展程度存在差异:有些留守儿童的社会性发展体现出亲密的亲子关系、平等的同伴交往关系、外向型性格、稳定性情绪以及自信的自我评价;有些留守儿童的社会性发展体现出淡漠的亲子关系、讨好的同伴交往关系、内向型性格、情绪易变以及不自信。而出现这种社会性发展差异的主要原因是不同的留守儿童的心理弹性与压力应激水平不同、关系发展水平与逆境信念水平不同、外部环境对其心理与关系补偿以及适应性促进水平不同。因此,要把留守的消极因素与负面作用降到最低,就需要更好地设置留守环境与关注留守儿童的心理状态,建议谨慎选择临时监护人、搭建留守儿童的发展“心理支架”、尽量推迟留守年龄以及让孩子形成正确的“留守”认知。

基于农业农村现代化下儿童户外活动空间设计研究——以湖北黄梅县养马村为例

“三农”工作是全面建设社会主义现代化国家的重中之重,农业农村人才是强农兴农的根本。本文通过问卷调查法、实地调查以湖北省养马村为研究对象,对当地村民特别是儿童的实际生活现状、教育环境进行了有效调研,基于设计学视角分析农业农村现代化下的乡村教育环境的资源优劣势,通过创造户外美学空间,将当地农耕文化、产业特色发展结合现有基础设施实现隐化教育的融入,优化设计儿童户外空间功能以游戏化、劳动参与化形式,进行劳动教育、认知教育,以求摆脱以往因袭式、混沌式的教育环境,从而培育乡村建设性人才实现乡村振兴并为乡村户外空间设计提供实践参考。

幼儿团的试验特色及对我国乡村托幼一体化的启示

幼儿团是民国时期融幼稚园与托儿所为一体的教育机构,是中国幼儿教育在面向工农道路上的开创性探索。幼儿团在开办过程中形成了四个方面试验特色:目标高远,以普及幼稚教育改造乡村社会;责任明晰,突出工农的主体地位;组织方式新颖,积极运用小陪伴的力量;实践理据适切,主张运用幼儿的生活实施幼儿的教育。幼儿团试验启示我们:应在乡村振兴的视野下去思考托幼一体化问题;以乡村为主体开展在地化托幼一体化实践;立足乡村特质灵活变通托幼一体化组织方式;依托乡村生活构建适宜的托幼一体化课程。