【摘要】：眾所周知,家庭教育是一個人成長發(fā)展不可缺少的重要因素,是整個教育體系的重要組成部分,具有極其重要的地位和作用。父母教養(yǎng)方式在家庭教育中占據(jù)核心地位,對于孩子的社會性發(fā)展和個性成長有重要影響。父母通過其教養(yǎng)方式對孩子產(chǎn)生教育影響,使其形成價值觀和傳統(tǒng)的行為習(xí)慣,幫助孩子為將來的發(fā)展做好心理上的準(zhǔn)備。然而,隨著我國社會經(jīng)濟(jì)的高速發(fā)展,越來越多的農(nóng)村勞動力涌入城市,從地域上講,我國中西部農(nóng)村地區(qū),農(nóng)民工外出務(wù)工的現(xiàn)象更普遍,而且這個群體的數(shù)量仍呈現(xiàn)上升的趨勢。目前在我國廣大農(nóng)村存在著大量的留守兒童,他們的父母單親或是雙親常年在外打工,導(dǎo)致親子交流與互動缺失、家庭結(jié)構(gòu)失衡。本文選取農(nóng)村“留守初中生”及其父母教養(yǎng)方式為研究對象,以江西省南昌縣蓮塘鎮(zhèn)幾所中學(xué)初一至初三農(nóng)村留守學(xué)生作為被試,采用岳冬梅等修訂的父母教養(yǎng)方式評價量表(簡稱EMBU)進(jìn)行問卷調(diào)查。通過比較分析農(nóng)村“留守初中生”父親教養(yǎng)方式與母親教養(yǎng)方式、農(nóng)村“留守兒童”父母教養(yǎng)方式在年級、性別、戶籍等不同目標(biāo)條件的異同,分析父母教養(yǎng)方式在各維度上的特點及產(chǎn)生原因,以便尋找一種健康合理且有利于農(nóng)村“留守兒童”發(fā)展的父母教育方式。本研究得出以下結(jié)論:1、農(nóng)村“留守兒童”父親教養(yǎng)方式與母親教養(yǎng)方式的差異在于:父親教養(yǎng)方式在情感溫暖、理解,懲罰、嚴(yán)厲兩種維度上要比母親教養(yǎng)方式更為突出。母親教養(yǎng)方式在過分干涉、保護(hù),偏愛被試與拒絕、否認(rèn)三種維度上要更為明顯。2、農(nóng)村“留守兒童”父母教養(yǎng)方式存在性別差異:初中“留守男生”更多地感受到懲罰嚴(yán)厲和過分干涉、過分保護(hù)消極的父母教養(yǎng)方式,初中“留守女生”則是更多地感受到情感溫暖、理解積極的父母教養(yǎng)方式。3、父母教養(yǎng)方式存在城鄉(xiāng)差異,城市“留守兒童”在情感溫暖、理解,懲罰嚴(yán)厲,過分干涉、拒絕否認(rèn)維度上得分都要高于農(nóng)村“留守兒童”。4、農(nóng)村“留守兒童”父母教養(yǎng)方式存在年級差異:初二“留守兒童”感受到父母的積極教養(yǎng)行為是最少的,而消極教養(yǎng)行為卻是最高的,體現(xiàn)在懲罰、嚴(yán)厲維度上得分明顯高于初一、初三年級;初三年級農(nóng)村“留守兒童”父母教養(yǎng)方式在拒絕、否認(rèn)這一維度上得分明顯高于初一年級和初二年級。
[Abstract]:As we all know, family education is an indispensable factor of a person's growth and development. It is an important part of the whole education system and plays an extremely important role. Parental parenting plays a central role in family education and has an important impact on children's social development and personality development. Parents have an educational influence on their children through their upbringing style, so that they can form values and traditional behavior habits, and help their children prepare for the future development psychologically. However, with the rapid development of our country's social economy, more and more rural labor force is pouring into the cities. Geographically speaking, the phenomenon of migrant workers going out to work is more common in the rural areas of central and western China. And the number of this group is still on the rise. At present, there are a large number of left-behind children in the vast rural areas of our country. Their parents work outside the home for many years, which leads to the lack of parent-child communication and interaction, and the imbalance of family structure. This article selects the rural "left-behind junior high school students" and their parents' upbringing style as the research object, taking the rural left-behind students from the first to the third middle schools in Liantang, Nanchang County, Jiangxi Province as the subjects. Yue Dongmei and other revised parental rearing style evaluation scale (EMBU) were used to investigate the questionnaire. Through the comparative analysis of the father's upbringing mode and the mother's upbringing way of rural "left-behind junior high school students", the difference of the different objective conditions such as grade, sex, household registration and so on, the rural "left-behind children" parental rearing mode, etc. This paper analyzes the characteristics and causes of parental rearing style in various dimensions in order to find a healthy and reasonable parental education mode which is conducive to the development of "left-behind children" in rural areas. The main conclusions of this study are as follows: 1. The difference between the father rearing style of rural "left-behind children" and that of mother lies in that the father rearing style is more prominent than the mother's upbringing style in two dimensions: emotional warmth, understanding, punishment and severity. The mother's upbringing style is more obvious in the three dimensions of excessive interference, protection, preference for subjects and rejection, denial. There are gender differences in the parental rearing styles of "left-behind children" in rural areas: the "left-behind boys" in junior high school feel more severe punishment and excessive interference, and over-protect the negative parental rearing style. "Left-behind girls" in junior high school feel more emotional warmth, understand the positive parenting styles of parents. 3. There are differences between urban and rural parenting styles. Urban "left-behind children" are emotional warmth, understanding, severe punishment and excessive interference. The scores of refusing to deny dimensionality were higher than those of rural "left-behind children". 4. There were grade differences in the parental rearing styles of rural "left-behind children": the second grade "left-behind children" felt that their parents' positive upbringing behavior was the least. But the negative upbringing behavior is the highest, reflected in the punishment, the severe dimension score is obviously higher than the grade one, grade three; In the third grade, the parents of the left-behind children in the rural areas refused, denied that the score was significantly higher than that of the first grade and the second grade.
【學(xué)位授予單位】：江西農(nóng)業(yè)大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G78

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