义乌市外来建设者子女的学校适应研究
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摘要
本研究采用《学生学校适应教师评定量表》(中文修订版)和自编的《外来建设者子女基本情况调查问卷》对浙江省义乌市的420名外来建设者子女的学校适应状况及其相关因素进行了调查,结果发现:
1.外来建设者子女的学校适应状况总体较好,处于中等偏上水平,总量表和四个分量表的得分都超过了平均数。
2.不同性别的外来建设者子女的学校适应总分及在四个分量表上的得分均存在显著差异,女性儿童的学校适应水平显著地高于男性儿童。
3.就读于不同学校类型的外来建设子女的学校适应总分及在四个分量表上的得分均存在显著差异,专门的外来建设者子女学校的儿童其学校适应水平显著地高于就读于当地普通学校的儿童。
4.不同流动时间状态下的外来建设者子女的学校适应水平存在一定差异,具体表现为:在外地生活的时间越长,其学校适应总体水平越高;在一所学校学习生活的时间越长,其总体的学校适应水平越高。
5.不同家庭环境下的外来建设者子女其学校适应水平存在一定差异,具体表现为:(1)外来建设者的文化水平越高,其子女的学校适应总体水平越高;(2)父母为打工者的外来建设者子女的学校适应总体水平低于父母为其他职业的外来建设者子女;(3)良好家庭教养环境下的外来建设者子女的学校适应水平较高;(4)有着密切家校联系的外来建设者家庭,其子女学校适应较好。
6.新课程改革下,面临不同地区课程、教材、教法差异的外来建设者子女的学校适应总分以及在四个分量表上的得分均存在显著差异,总体呈现出的特点是这种差异性越大则其学校适应水平越低。
7.不同心理体验的外来建设者子女的学校适应水平存在显著差异,具体表现为:(1)经常想念家乡的外来建设者子女的学校适应水平较低;(2)认同自己为村里人的外来建设者子女的学校适应水平较低;(3)认为自己比老家伙伴幸福的外来建设者子女的学校适应水平较高;(4)愿意在有困难时求助于教师的外来建设者子女的学校适应水平较高。
8.相关分析表明:外来建设者的文化水平、所从事的行业以及教子方式、与学校联系的程度以及外来建设者子女自身所面临的新旧学校的课程开设、教材使用、教学方法的差异程度以及其本身的幸福体验、心理求助意愿、转学次数、在外地及目前学校生活的时间长短均与其总体的学校适应水平呈显著相关。
最后,根据研究结论提出了促进外来建设者子女学校适应的建议。
Used Teacher-Child Rating Scale (Chinese Edition) and The Basic Situation of External Builders' Children Questionnaire (written and directed by the researcher), the survey, conducted with 420 children of external builders in Yi Wu , Zhejiang province, studied students' school adjustment. Results indicated that:
1. School adjustment of the external builders' children is beyond middle lever on a whole, the scores are higher than average for total scale and the subscales.
2. The discrepancies are exists between boys and girls on the scores of school adjustment of the external builders' children for total scale and the subscales, and the scores of girls are higher than that of boys.
3. The scores of school adjustment of the external builders' children on different type of school are significant difference for total scale and the subscales, described in details: the lever of the children, who studied in the school built for the external builders, are higher than those studied in regular school.
4.The lever of school adjustment of the external builders' children on different time are significant difference, described in details: the longer time the external builders' children lived in foreign land, the higher lever of school adjustment will get; the longer time the external builders' children lived in same school, the higher lever of school adjustment will get.
5.The lever of school adjustment of the external builders' children on different families are significant difference, described in details:1)the higher educational level the external builders get, the higher lever of their children's school adjustment will get;2) the lever of school adjustment for temporary workers' children are lower than those for other vocational workers' children;3) the lever of school adjustment in good upbringing condition is high;4) the lever of school adjustment in the families that closed with schools is high.
6.In the curriculum reform, the children of the external builders will confront with different courses, teaching material and teaching methods in different schools, moreover, the more the differences they have, the lower the lever of school adjustment will get.
7.The lever of school adjustment of the external builders' children on different psychological experience is significant difference, described in details: l)the lever of school adjustment the external builders' children, who are often wistful, is low;2) the lever of school adjustment the external builders' children, who consider themselves as villagers, is low;3) the lever of school adjustment the external builders' children, who feel more happy than their companions , is high;4) the lever of school adjustment the external builders' children, who will ask their teacher for help when they have some problems, is high.
8. The results of correlation showed that: the relation between school adjustment and the literacy of the external builders, the occupation and educational approaches of external builders, the degree of the interaction with schools, the deference of courses, teaching materials and teaching methods between new school and old school, children's happy experience, the will of seeking help, the times of changing school, the time lived in the school or outside are significant.
At last, according to the results, the researcher proposes some suggestions to improve the lever of school adjustment for the external builders' children.
1.外来建设者子女的学校适应状况总体较好,处于中等偏上水平,总量表和四个分量表的得分都超过了平均数。
2.不同性别的外来建设者子女的学校适应总分及在四个分量表上的得分均存在显著差异,女性儿童的学校适应水平显著地高于男性儿童。
3.就读于不同学校类型的外来建设子女的学校适应总分及在四个分量表上的得分均存在显著差异,专门的外来建设者子女学校的儿童其学校适应水平显著地高于就读于当地普通学校的儿童。
4.不同流动时间状态下的外来建设者子女的学校适应水平存在一定差异,具体表现为:在外地生活的时间越长,其学校适应总体水平越高;在一所学校学习生活的时间越长,其总体的学校适应水平越高。
5.不同家庭环境下的外来建设者子女其学校适应水平存在一定差异,具体表现为:(1)外来建设者的文化水平越高,其子女的学校适应总体水平越高;(2)父母为打工者的外来建设者子女的学校适应总体水平低于父母为其他职业的外来建设者子女;(3)良好家庭教养环境下的外来建设者子女的学校适应水平较高;(4)有着密切家校联系的外来建设者家庭,其子女学校适应较好。
6.新课程改革下,面临不同地区课程、教材、教法差异的外来建设者子女的学校适应总分以及在四个分量表上的得分均存在显著差异,总体呈现出的特点是这种差异性越大则其学校适应水平越低。
7.不同心理体验的外来建设者子女的学校适应水平存在显著差异,具体表现为:(1)经常想念家乡的外来建设者子女的学校适应水平较低;(2)认同自己为村里人的外来建设者子女的学校适应水平较低;(3)认为自己比老家伙伴幸福的外来建设者子女的学校适应水平较高;(4)愿意在有困难时求助于教师的外来建设者子女的学校适应水平较高。
8.相关分析表明:外来建设者的文化水平、所从事的行业以及教子方式、与学校联系的程度以及外来建设者子女自身所面临的新旧学校的课程开设、教材使用、教学方法的差异程度以及其本身的幸福体验、心理求助意愿、转学次数、在外地及目前学校生活的时间长短均与其总体的学校适应水平呈显著相关。
最后,根据研究结论提出了促进外来建设者子女学校适应的建议。
Used Teacher-Child Rating Scale (Chinese Edition) and The Basic Situation of External Builders' Children Questionnaire (written and directed by the researcher), the survey, conducted with 420 children of external builders in Yi Wu , Zhejiang province, studied students' school adjustment. Results indicated that:
1. School adjustment of the external builders' children is beyond middle lever on a whole, the scores are higher than average for total scale and the subscales.
2. The discrepancies are exists between boys and girls on the scores of school adjustment of the external builders' children for total scale and the subscales, and the scores of girls are higher than that of boys.
3. The scores of school adjustment of the external builders' children on different type of school are significant difference for total scale and the subscales, described in details: the lever of the children, who studied in the school built for the external builders, are higher than those studied in regular school.
4.The lever of school adjustment of the external builders' children on different time are significant difference, described in details: the longer time the external builders' children lived in foreign land, the higher lever of school adjustment will get; the longer time the external builders' children lived in same school, the higher lever of school adjustment will get.
5.The lever of school adjustment of the external builders' children on different families are significant difference, described in details:1)the higher educational level the external builders get, the higher lever of their children's school adjustment will get;2) the lever of school adjustment for temporary workers' children are lower than those for other vocational workers' children;3) the lever of school adjustment in good upbringing condition is high;4) the lever of school adjustment in the families that closed with schools is high.
6.In the curriculum reform, the children of the external builders will confront with different courses, teaching material and teaching methods in different schools, moreover, the more the differences they have, the lower the lever of school adjustment will get.
7.The lever of school adjustment of the external builders' children on different psychological experience is significant difference, described in details: l)the lever of school adjustment the external builders' children, who are often wistful, is low;2) the lever of school adjustment the external builders' children, who consider themselves as villagers, is low;3) the lever of school adjustment the external builders' children, who feel more happy than their companions , is high;4) the lever of school adjustment the external builders' children, who will ask their teacher for help when they have some problems, is high.
8. The results of correlation showed that: the relation between school adjustment and the literacy of the external builders, the occupation and educational approaches of external builders, the degree of the interaction with schools, the deference of courses, teaching materials and teaching methods between new school and old school, children's happy experience, the will of seeking help, the times of changing school, the time lived in the school or outside are significant.
At last, according to the results, the researcher proposes some suggestions to improve the lever of school adjustment for the external builders' children.
引文
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