| 教师支持如何影响农村留守儿童学习适应——基于县域视角的调查研究 |
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| 引用本文： | 赵磊磊,姜蓓佳,李凯.教师支持如何影响农村留守儿童学习适应——基于县域视角的调查研究[J].教师教育研究,2020(2):102-109. |
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| 作者姓名： | 赵磊磊 姜蓓佳 李凯 |
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| 作者单位： | 江南大学教育系;华东师范大学教育学部 |
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| 基金项目： | 教育部哲学社会科学研究重大课题攻关项目《普及高中阶段教育研究》(项目编号:16JZD046)的阶段性成果。 |
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| 摘 要： | 农村留守儿童的学习适应是农村留守儿童教育问题的核心议题。基于文献梳理,设计了农村留守儿童教师支持与学习适应的评价指标并提出研究假设,将问卷调研区域聚焦在县域层面,选择河南省X县为样本采集区域,采集调研数据,并进行数据分析,探寻教师支持对农村留守儿童学习适应的影响机制。研究发现:情绪性支持对工具性支持具有直接的正向影响效应;工具性支持对学习态度、学习成效具有直接的正向影响效应;学习态度对学习成效具有直接的正向影响效应。研究发现,从留守儿童学习适应改善的角度提出相应的教师支持策略:以鼓励、关爱及尊重为教师情绪性支持要点,助推工具性支持改善;以倾听、沟通与指导为工具性支持策略,改善学习态度及成效;以学习认知、表现及体验为关注点,提升留守改善儿童的学习成效。
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| 关 键 词： | 留守儿童 教育问题 教师支持 学习适应 |
How Does Teacher Support Affect the Learning Adjustment of Left-behind Children in Rural Areas:An Investigation Research Based on County-level Perspective |
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| ZHAO Lei-lei,JIANG Bei-jia,LI Kai.How Does Teacher Support Affect the Learning Adjustment of Left-behind Children in Rural Areas:An Investigation Research Based on County-level Perspective[J].Teacher Education Research,2020(2):102-109. |
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| Authors: | ZHAO Lei-lei JIANG Bei-jia LI Kai |
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| Institution: | (Department of Education,Jiangnan University,Wuxi,Jiangsu 214122,China;Faculty of education,East China Normal University,Shanghai 200062,China) |
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| Abstract: | The learning adjustment of rural left-behind children is the core issue of rural left-behind children’s education. Based on literature review,the evaluation indexes of teachers’ support and learning adjustment for rural left-behind children are designed and the research hypothesis is put forward. Focusing on the county level,the questionnaire survey area selects X county of Henan Province as the sample collection area to collect survey data and analyze the data to explore the impact mechanism of teacher support on learning adjustment of rural left-behind children. The results show that: emotional support has a direct positive effect on instrumental support;instrumental support has a direct positive effect on learning attitude and learning effect;learning attitude has a direct positive effect on learning effect.Based on the research findings,this paper proposes corresponding teacher support strategies from the perspective of learning adjustment improvement of left-behind children: take Encourage,care and respect as the key points of teachers’ emotional support,and promote instrumental support;take listening,communication and guidance as instrumental support strategies to improve learning attitude and effectiveness;focus on learning cognition,performance and experience to improve the learning effect of left-behind children. |
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| Keywords: | left-behind children education issues teacher support learning adjustment |
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