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流动儿童的社会适应：教育安置方式的比较及其政策含义 总被引：7，自引：0，他引：7
目前,流动儿童接受教育有两种不同的安置方式：公办学校安置方式和简易学校安置方式。公办学校中的流动儿童在行为问题和受歧视感上要好于简易学校中的流动儿童,公办学校中的流动儿童在学习成绩、社交焦虑和友谊三个方面并不比简易学校中的流动儿童差,在自我概念和孤独两个方面则存在不一致的差异。因此,公办学校的安置方式优于简易学校的安置方式。 相似文献
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流动儿童义务教育公平问题是城市化进程中不可忽视的社会问题,在"地方负责,分级管理"的义务教育体制下,流入地政府、公办学校、打工子弟学校和流动儿童及其家庭等多元主体间存在复杂的利益关系,这种格局导致现有政策措施的有效性明显不足、义务教育相关主体间的利益难以真正平衡。要顺利解决流动儿童义务教育公平问题,必须以制度公正为原则,综合权衡不同主体的利益关系,对弱势人群进行补偿或适用逆向歧视策略才能帮助流动儿童获取更加公平的教育机会。 相似文献
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随着责任的明晰,城市全日制公办中小学（下文统称“公办学校”）接纳流动儿童的进程逐渐加快,但由于政府资金投入有限、学籍管理制度的不完善、公办学校数量有限以及教师缺编等原因,公办学校的现状并不能实现完全接纳流动儿童入校,也不能真正解决所有流动儿童的义务教育问题。而且,随着借读费的取消和以公办学校接纳为主政策的不断落实, 相似文献
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流动儿童是城市化进程中的产物,随着农村人口大量向城市涌入,流动儿童教育边缘化问题不容忽视,由于制度政策障碍、公办学校积极性不高和城市农民工子弟学校办学质量不高等原因,城市流动儿童在城市不能享受良好教育,采取相关对策有效解决流动儿童教育问题是体现教育公平、社会和谐的有效途径之一。 相似文献
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教师对流动儿童入读公办学校的态度研究 总被引：2，自引：0，他引：2
国内关于教师对流动儿童入读公办学校的态度还未见有经验的研究。本研究采用自编的问卷,采取抽样调查的方法对教师在五个方面的态度进行研究:对办公学校招收流动儿童的总体态度,招收流动儿童对班级教学的影响,招收流动儿童时教师的影响,对流动儿童单独编班的态度,对教育教学改变的态度。对196名教师的调查结果表明,教师关于公办学校招收流动儿童的总体态度是积极的,但教师对流动儿童入读对教学和自身的影响持消极的态度,对单独编班和教学改变持中立的态度。 相似文献
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我校是市教育局为解决外来务工人员子女入学问题,让流动儿童和城市孩子一样享受优质教育而创办的第一所公办流动儿童专门学校,所有的学生都是外来务工人员子弟。 相似文献
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本文从微观过程观察城市中公办和民办学校里流动儿童对性别角色的学习,发现公办和民办小学两种场景下儿童习得性别角色观念和性别角色气质不同;当流动儿童从民办学校场景转换到公办学校时,流动儿童所习得的前一种气质出现了不适应,并被认为是"心理疾病"的学生. 相似文献
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广东省民办教育十分发达,民办教育在基础教育中所占份额较大,多年来民办学校成为提供外来流动人口教育的主力军。虽然国家对流动儿童义务教育要求"以流入地为主、以公办学校为主",但由于珠三角地区外来务工人员特别多,一些城市户籍人口和非户籍人口严重倒挂,作为一种因地制宜解决问题的途径,让民办教育发挥较大作用,是具有某种合理性的地方性特征。随着公办教育的能力不断增强,流动儿童在公办学校接受义务教育的比例正在不断提高,2013年广东省的这一比例已达58.4%。 相似文献
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Around the world there is a growing consensus that migrant children's rights must be protected, regardless of where they have emigrated from. One of these rights is the right to a public education of equal quality to that granted to non-migrant children regardless of where one's family is registered or pays taxes. This article focuses on migrant children schooling in Shanghai. It will show that three main problems are still impeding migrant children from getting a high-quality education. They are: the inferior quality of migrant children schools; the lack of access to a public school and the much higher costs of schooling; and the high mobility of migrant students. Our conclusion: the education rights of migrant children have become contingent on the wills of urban local governments, public attitudes, and available space in local public schools. 相似文献
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An increasing number of migrant children are involved in public education due largely to the policy for migrant children education outlined by the Government of China from the late 1990s. In this article, we describe the unique and often difficult situation rural migrant children face after they enter urban public schools. Drawing from the Theory of Inclusive Education and data collected at two public junior high schools in Beijing, we provide an in-depth analysis on migrant children’s education from their own viewpoint and from the perspectives of their parents, teachers, and school administrators. Our survey results identify the need for further adjustments of the existing education system which can help improve migrant children’s education in China. Findings also highlight the dilemmas regarding how to best meet the needs for teachers, migrant parents, and migrant children who attend public schools. In order to provide a quality education for migrant children, we conclude by arguing that there must be a three-pronged partnership to best accommodate the unique education needs of migrant children in urban China. 相似文献
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审视流动儿童学校的合理性和合法化——基于社会公平的视角 总被引：3，自引：0，他引：3
曾守锤 《山东教育学院学报》2007,22(6):10-14
从社会公平的角度对流动儿童学校的合理性和合法化主张进行了反思和批判,认为流动儿童学校在促进社会公平和教育平等的同时却又制造了新的不平等,流动儿童学校的存在类似于美国1954年前实行的种族隔离教育。流动儿童学校更有利于流动儿童发展的观点更是缺乏证据。所以,在当前我国政府主张流动儿童的义务教育要以"公立中小学为主"的政策性背景下,对流动儿童学校的合理性和合法化主张更应持警醒的态度。 相似文献
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输入地政府以多种途径解决农民工子女入学的同时,也面临“解决越好、新增生源越多、地方承载压力越重、问题越突出”的循环矛盾,正规公办学校的教学资源仍难以满足快速增长的农民工子女就学的需求。解决农民工子女教育问题需要建立起中央与地方互动、输入地与输出地相互配合的协调机制。 相似文献
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EMILY SMITH 《课程研究杂志》2013,45(5):625-634
This paper advances the analysis of multiculturalism by examining multiculturalism in a contextualized manner. To understand multiculturalism and assess its effects on the recognition of migrant children, researchers need to analyse multicultural practices in schools by taking into account the social mirrors resulting from different social and structural conditions, such as national ideologies and the ethos of reception. The analysis of multicultural policies in four different types of daycare centres enrolling migrant workers’ children in Israel—community, Catholic, municipal, and those supported by private associations—points to three types of contextualized multicultural models: contextualized misrecognition, contextualized recognition, and de‐contextualized recognition. By juxtaposing recognition or misrecognition appearing at the daycare level with legal and ideological social mirrors, multicultural patterns can acquire a different meaning. Municipal daycares with a few migrant children as well as daycares supported by private associations that adopt a ‘blind‐homogenizing’ approach reflect an absence of recognition that is contextualized in the larger society. Community daycares adopting a survival approach, Catholic daycares applying a ‘business as usual’ approach, and municipal daycares enrolling a large number of migrant children adopting a multicultural approach reflect different degrees of cultural and religious recognition. However, when analysed in the larger local or national context, this recognition results in a de‐contextualized recognition that suppresses the beneficial character of the multicultural education provided. 相似文献
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本文利用福特基金会课题组2008年初对北京市流动儿童教育状况的调研数据,采用有序概率选择模型考察流动儿童义务教育学业表现的影响因素。流动儿童转学次数的增加会导致学习成绩下降,特别是对女童、初中阶段和在公办学校就读的流动儿童负面影响更大。分性别模型的估计结果表明,家庭经济状况只对男童有积极的影响,说明流动儿童家庭可能更倾向于增加男童的教育投入;在分教育阶段模型中,家庭生活状况只在初中有显著正影响;在分学校类型模型中,家庭经济状况在公立学校和有证打工子弟学校有显著正影响。研究建议减少公立学校接受流动儿童的限制,规范收费制度,并为家庭经济困难的流动儿童特别是女童和高年级的学生提供经济资助。 相似文献
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文化资本不足导致了城市流动儿童无论在家庭教育、学校教育还是社区教育中均处于困窘境地。政府要为城市流动儿童的家长提供更多发展平台,以提升其家庭教育质量,增加城市流动儿童家庭的文化资本;学校应树立公平的基本价值导向,保证城市流动儿童能够接受到良好的教育;全社会都应有关心弱势群体的心态,充分开发社区教育资源,推动城市流动儿童社区教育的发展。 相似文献
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张意忠 《天津师范大学学报(基础教育版)》2010,11(3):14-17
义务教育是国家对适龄儿童和青少年免费实施一定年限的强迫教育,它具有教育公平的特点。然而,农民工子女与城市少年儿童相比,他们在入学机会、教育过程与教育结果方面凸显教育公平的欠缺,这主要归因于城乡二元分割的户籍制度、义务教育经费投入不足与义务教育管理体制缺陷等。对此,只有改革义务教育管理体制,保障农民工子女义务教育经费,改革学校内部的管理体制,才能保障农民工子女享有公平的义务教育。 相似文献
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MEIRA LEVINSON 《Journal of Philosophy of Education》2007,41(4):625-642
Common schooling and multicultural education intuitively seem to be mutually reinforcing and possibly even mutually necessary: each is motivated by and/or serves the aims of promoting social justice and equality, common civic membership, and mutual respect and understanding, among other goals. An examination of the practical relationship between the two, however, reveals that neither one is a necessary or sufficient condition for achieving the other; in fact, each may in fairly common circumstances make the other harder to achieve. In other words, there is no direct instrumental relationship between multicultural education and common schools. Nor is there a clear expressive relationship between the two. Although common schools may serve as explicit, public symbols of our multicultural civic commitment to diversity, mutual respect and egalitarian inclusiveness, many demographically common schools neglect or even betray multicultural ideals, while many restricted entry and even segregated schools may express these ideals better than most comprehensive and integrated schools. Hence, while multicultural education and common schooling do intuitively stand for similar, mutually reinforcing ideals, in practice they may be linked more closely in the confusions and dilemmas of implementation they both raise than in their mutual realisation. 相似文献