本文選題：農(nóng)村留守兒童 + 升學(xué)意愿��； 參考：《華中師范大學(xué)》2017年碩士論文

【摘要】：農(nóng)村留守兒童的教育問(wèn)題關(guān)系著我國(guó)農(nóng)村教育的發(fā)展,而農(nóng)村教育的良好發(fā)展有助于縮小城鄉(xiāng)差距,推動(dòng)教育公平的實(shí)現(xiàn)。因此,研究留守兒童的升學(xué)意愿現(xiàn)狀及其影響因素,有利于我們更有針對(duì)性地改善留守兒童的升學(xué)狀況,提高我國(guó)農(nóng)村留守兒童的受教育年限,增加其人力資本儲(chǔ)備,促進(jìn)城鄉(xiāng)教育和經(jīng)濟(jì)社會(huì)一體化發(fā)展。在城鎮(zhèn)化快速發(fā)展與城鄉(xiāng)二元分割的戶籍制度背景下,大量的農(nóng)村父母選擇將孩子留在農(nóng)村老家自己外出打工,由此便產(chǎn)生了留守兒童群體。調(diào)查數(shù)據(jù)顯示,2016年底我國(guó)現(xiàn)有不滿十六周歲的農(nóng)村留守兒童人數(shù)達(dá)到902萬(wàn)人。父母與留守兒童的長(zhǎng)期分隔,導(dǎo)致了留守兒童的教育、心理、社會(huì)等問(wèn)題日趨嚴(yán)重,并逐步引起我國(guó)政府與社會(huì)的關(guān)注。在《義務(wù)教育法》的強(qiáng)制約束下,我國(guó)農(nóng)村留守兒童接受義務(wù)教育的總體狀況相對(duì)良好,但是,適齡留守兒童的升學(xué)狀況,尤其是就讀普通高中的情況不容樂(lè)觀,其高中入學(xué)率和在學(xué)率均低于普通兒童。基于此現(xiàn)狀,通過(guò)對(duì)湖北省留守兒童的實(shí)證調(diào)查,本研究發(fā)現(xiàn)農(nóng)村留守兒童有較強(qiáng)烈的普通高中和城市學(xué)校的升學(xué)意愿,其中,年齡、學(xué)習(xí)成績(jī)、上學(xué)態(tài)度、家庭經(jīng)濟(jì)狀況、母親職業(yè)、班級(jí)規(guī)模和留守兒童占比對(duì)留守兒童高中升學(xué)意愿有顯著影響,而年齡、上學(xué)態(tài)度、母親學(xué)歷、教師平均年齡對(duì)留守兒童城市升學(xué)意愿有顯著影響。本研究共分為六個(gè)章節(jié),第一章是緒論,主要講述了研究背景、研究目的和意義,并且對(duì)相關(guān)概念進(jìn)行界定;第二章是文獻(xiàn)綜述,按照留守兒童學(xué)業(yè)成績(jī)研究和留守兒童升學(xué)意愿影響因素研究梳理相關(guān)文獻(xiàn);第三章是研究設(shè)計(jì),闡述了研究?jī)?nèi)容、研究方法與研究取樣;第四章是留守兒童初中畢業(yè)后升學(xué)意愿的基本描述,介紹了留守兒童樣本的基本特征,描述了留守兒童初中畢業(yè)后升學(xué)意愿現(xiàn)狀,并按性別差異、父母外出類型差異、學(xué)習(xí)成績(jī)差異以及與非留守兒童的比較,探討了留守兒童初中畢業(yè)后的升學(xué)意愿;第五章分析了留守兒童初中畢業(yè)后升學(xué)意愿影響因素,對(duì)數(shù)據(jù)分析的結(jié)果展開了小結(jié)與討論,并進(jìn)行了反思;第六章闡述了研究結(jié)論,并提出了相應(yīng)的政策建議。
[Abstract]:The education of left-behind children in rural areas is related to the development of rural education in China, and the good development of rural education helps to narrow the gap between urban and rural areas and promote the realization of education equity. Therefore, studying the present situation of left-behind children's willingness to go to school and its influencing factors will help us to improve the situation of left-behind children, increase the number of years of education and increase the human capital reserve of rural left-behind children in our country. We will promote the integration of urban and rural education and economic and social development. Under the background of the rapid development of urbanization and the division of urban and rural household registration system, a large number of rural parents choose to leave their children in their rural hometown to work in their own home, which has resulted in a group of left-behind children. The number of rural left-behind children under the age of 16 reached 9.02 million at the end of 2016, according to the survey data. The long separation between parents and left-behind children has led to the increasingly serious problems of education, psychology and society of left-behind children, and has gradually aroused the concern of our government and society. Under the compulsory education law, the overall situation of rural left-behind children receiving compulsory education in our country is relatively good. However, the situation of school-age left-behind children, especially the situation of studying in ordinary high schools, is not optimistic. Its high school enrolment rate and school attendance rate are lower than the average child. Based on this situation, through the empirical investigation of left-behind children in Hubei Province, this study found that rural left-behind children have a strong desire to go to higher education in ordinary high schools and urban schools, among which, age, academic achievement, school attitude, family economic situation, and so on. The occupation of mother, class size and the proportion of left-behind children had significant influence on the willingness of left-behind children to go to high school, while age, attitude to school, education of mother and average age of teachers had significant effects on the willingness of urban children to go to school. This research is divided into six chapters, the first chapter is an introduction, mainly narrates the research background, the research purpose and the significance, and carries on the definition to the related concept; the second chapter is the literature review, According to the study of academic achievement of left-behind children and the study of the influencing factors of left-behind children's desire to go to school, the third chapter is the research design, which describes the research content, research methods and research sampling. The fourth chapter is the basic description of left-behind children's willingness to go to school after junior high school graduation, introduces the basic characteristics of left-behind children's sample, describes the present situation of left-behind children's willingness to go to school after junior high school graduation, and according to gender difference, the difference of parents' type of going out. The difference of academic achievement and the comparison with the non-left-behind children, this paper discusses the willingness of left-behind children to go to school after the junior high school graduation, chapter five analyzes the influencing factors of the left-behind children's willingness to go to school after the junior high school graduation, and makes a summary and discussion on the results of the data analysis. The sixth chapter expounds the conclusions of the research and puts forward the corresponding policy recommendations.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G521

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