【摘要】：黨的十八大報(bào)告提出到2020年全面建成小康社會(huì),為此,十八屆三中全會(huì)作了全面深化改革的整體布局,其中教育公平是全面深化教育改革的主要訴求之一,弱勢(shì)群體是教育公平的重點(diǎn)關(guān)切。在“兩為主”政策背景下,農(nóng)民工隨遷子女義務(wù)教育階段“有學(xué)上”問(wèn)題已經(jīng)基本得到解決,如何保障他們“上好學(xué)”已逐步成為解決隨遷子女教育問(wèn)題的焦點(diǎn)。教育既發(fā)生在學(xué)校,也發(fā)生在家庭。除了學(xué)校,家庭也應(yīng)該在保障隨遷子女“上好學(xué)”中發(fā)揮重要的作用。有研究表明,家庭溝通是影響子女學(xué)業(yè)成就的具體機(jī)制。在此背景下,本文將從親子溝通內(nèi)容、親子溝通頻率、親子溝通質(zhì)量三個(gè)方面,了解農(nóng)民工隨遷子女家庭親子溝通現(xiàn)狀,探討親子溝通對(duì)農(nóng)民工隨遷子女學(xué)業(yè)成績(jī)的影響,并通過(guò)與本地兒童對(duì)比分析,探討這種影響背后的原因,以期為相關(guān)政策制定提供參考。在對(duì)樣本數(shù)據(jù)初步處理后,研究者將主要從如下五個(gè)方面行文:第一部分是導(dǎo)論,主要介紹研究的問(wèn)題及背景、研究的目的與意義;梳理相關(guān)文獻(xiàn)的脈絡(luò),并提出研究的理論基礎(chǔ);最后陳述了研究的對(duì)象、方法與思路并對(duì)相關(guān)核心概念進(jìn)行界定。第二部分是隨遷子女親子溝通現(xiàn)狀描述。本部分首先介紹了樣本整體基本特征,然后描述了農(nóng)民工隨遷子女親子溝通基本現(xiàn)狀。第三部分是農(nóng)民工隨遷子女親子溝通對(duì)學(xué)業(yè)成績(jī)影響分析。本部分首先介紹回歸分析的模型與變量選擇,描述了回歸分析模型中的變量,然后初步分析了親子溝通與隨遷子女學(xué)業(yè)成績(jī)相關(guān)性,最后進(jìn)行了親子溝通對(duì)語(yǔ)文學(xué)業(yè)成績(jī)的回歸分析。第四部分是研究結(jié)論與討論。第五部分是政策建議。本研究發(fā)現(xiàn),親子溝通存在戶(hù)籍與性別差異,本地家庭整體優(yōu)于隨遷家庭;基本生活親子溝通對(duì)學(xué)業(yè)成績(jī)影響不顯著,人際交往與情緒感受親子溝通對(duì)語(yǔ)文成績(jī)的影響存在明顯的戶(hù)籍差異性;外出共同活動(dòng)次數(shù)對(duì)語(yǔ)文成績(jī)的影響存在比較顯著的戶(hù)籍差異,外出共同活動(dòng)次數(shù)的提高更有利于隨遷子女語(yǔ)文成績(jī)的提高;親子溝通質(zhì)量越高,子女學(xué)業(yè)成績(jī)?cè)胶?隨遷子女較本地子女更容易面臨學(xué)校適應(yīng)性問(wèn)題。針對(duì)以上問(wèn)題,研究者提出了提高隨遷子女父母親子溝通的意識(shí)與能力;加強(qiáng)家校合作,完善隨遷子女社會(huì)支持系統(tǒng);政策傾斜,彌補(bǔ)隨遷家庭經(jīng)濟(jì)社會(huì)水平的不足;政府主導(dǎo),促進(jìn)隨遷子女教育融合的政策建議。
[Abstract]:The report of the 18th National Congress of the Party proposed that a well-off society should be built in an all-round way by 2020. For this reason, the third Plenary session of the 18th CPC Central Committee made the overall layout for comprehensively deepening the reform, among which education fairness is one of the main demands for deepening education reform in an all-round way. The disadvantaged group is the key concern of educational equity. Under the background of "two main" policy, the problem of "having school" in compulsory education stage of migrant workers has been basically solved, and how to ensure them to "learn well" has gradually become the focus of solving the problem of education of children with moving. Education takes place both at school and at home. In addition to schools, families should also play an important role in ensuring that their children learn well. Studies have shown that family communication is a specific mechanism that affects children's academic achievement. In this context, this paper will understand the current situation of parent-child communication from three aspects: the content of parent-child communication, the frequency of parent-child communication, and the quality of parent-child communication, and explore the impact of parent-child communication on the academic achievement of migrant workers. Through the comparative analysis with the local children, this paper discusses the reasons behind this influence, in order to provide reference for the relevant policy formulation. After the preliminary processing of the sample data, the researcher will mainly write from the following five aspects: the first part is the introduction, mainly introduces the problems and background of the research, the purpose and significance of the research, and combs the context of the relevant literature. Finally, the research object, methods and ideas are stated and the relevant core concepts are defined. The second part is the current situation of parent-child communication with moving children. This part first introduces the basic characteristics of the sample and then describes the basic status of parent-child communication among migrant workers. The third part is the impact of parent-child communication on the academic achievement of migrant workers. This part first introduces the regression model and variable selection, describes the variables in the regression analysis model, and then preliminarily analyzes the correlation between parent-child communication and the academic achievement of the children with moving. At last, the regression analysis of parent-child communication and Chinese academic achievement is carried out. The fourth part is the conclusion and discussion. The fifth part is the policy suggestion. This study found that there were differences between household registration and gender in parent-child communication, and that the whole local family was better than the accompanying family, and that parent-child communication in basic life had no significant effect on academic achievement. The influence of interpersonal communication and emotional feelings parent-child communication on language achievement has obvious difference, while the number of times of going out together has significant difference on Chinese achievement. The higher the quality of parent-child communication, the better the academic achievement of the children; the higher the quality of parent-child communication, the better the academic achievement of the children; the more likely they are to face the problem of school adaptability than the local children. In view of the above problems, the researchers proposed to improve the awareness and ability of parent-child communication, strengthen home-school cooperation, improve the social support system for children with moving, and make up for the lack of economic and social level of families with emigration. Government-led policy recommendations to promote the educational integration of children with emigration.
【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(lèi)號(hào)】：G521

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