【摘要】：農(nóng)民工隨遷子女教育問題一直以來都是社會關(guān)注的焦點(diǎn)。近年來,隨著“兩為主”政策逐步落實(shí),隨遷子女“有學(xué)上”問題得到基本解決,如何促進(jìn)隨遷子女平等地接受優(yōu)質(zhì)教育,推動隨遷子女學(xué)校適應(yīng)與社會融入,保障隨遷子女“上好學(xué)”,成為了擺在政府和教育工作者面前的又一重大戰(zhàn)略課題。學(xué)界研究中,教育過程與產(chǎn)出、學(xué)校適應(yīng)、社會融入等與隨遷子女“上好學(xué)”有關(guān)的議題也逐步成為研究的熱點(diǎn)問題。作為教育中影響學(xué)生發(fā)展的“重要他人”和教學(xué)的具體實(shí)施者,教師接納隨遷子女的意愿高低對隨遷子女是否受到平等對待、能否提高學(xué)習(xí)適應(yīng)與社會融入等均存在重大影響。因此,探索教師接納隨遷子女意愿及其影響因素具有重要的理論與現(xiàn)實(shí)意義。本研究以教師為研究對象,以教師接納隨遷子女意愿為切入點(diǎn)。通過對廣東、湖北2省5市的實(shí)證調(diào)查和數(shù)據(jù)分析,在對教師接納隨遷子女意愿現(xiàn)狀進(jìn)行分析的基礎(chǔ)上,實(shí)證研究了教師接納隨遷子女意愿的主要影響因素,并為改善隨遷子女社會融入問題提出了有針對性的政策建議。研究分為五部分:第一部分是導(dǎo)論,本部分提出了研究問題、研究目的及意義,界定核心概念,并對教師接納隨遷子女意愿相關(guān)研究文獻(xiàn)進(jìn)行梳理;第二部分是研究設(shè)計(jì),包括對研究問題的進(jìn)一步闡述,介紹研究方法與研究樣本,確定研究的整體思路;第三部分是教師接納隨遷子女意愿的描述與比較分析,探究了教師接納隨遷子女的總體意愿,并在此基礎(chǔ)上分析不同地區(qū)、性別、職稱、學(xué)歷等類別的教師接納隨遷子女意愿差異;第四部分利用多元回歸方法,對教師接納隨遷子女意愿的影響因素進(jìn)行量化分析;第五部分是研究結(jié)論與對策建議。研究結(jié)果表明:教師接納隨遷子女的意愿整體較高,但不同類別教師接納隨遷子女的意愿存在差異,省份、讀高中之前生活經(jīng)歷、學(xué)校性質(zhì)、學(xué)校類型和教師教育觀念是影響教師接納意愿的重要因素。本研究分析認(rèn)為,流入地政府應(yīng)進(jìn)一步降低隨遷子女入學(xué)門檻,營造包容的社會氛圍,并通過推動教師專業(yè)發(fā)展、融入多元文化教育理念等手段提升教師接納意愿,促進(jìn)隨遷子女學(xué)校適應(yīng)與社會融入。
[Abstract]:The education of migrant workers' children has always been the focus of attention. In recent years, with the gradual implementation of the "two-priority" policy, the problem of "having schooling" for children with emigration has been basically resolved. How to promote the children's equal access to quality education and promote the adaptation and social integration of children with emigration. Ensuring the children to learn well has become another important strategic issue for the government and educators. In academic research, educational process and output, school adaptation, social integration and other issues related to "good learning" have gradually become hot issues. As the "important others" who influence the development of students in education and the concrete implementers of teaching, the willingness of teachers to accept the children who follow the move has a great influence on whether the children are treated equally, whether they can improve their learning adaptation and social integration. Therefore, it is of great theoretical and practical significance to explore the willingness of teachers to accept their children. This study takes teachers as the research object and teachers' willingness to accept children with moving as the starting point. Based on the empirical investigation and data analysis of Guangdong and Hubei provinces and 5 cities, this paper analyzes the present situation of teachers' willingness to accept children with moving children, and empirically studies the main influencing factors of teachers' willingness to accept children with moving children. Some policy suggestions are put forward to improve the social integration of the children with emigration. The research is divided into five parts: the first part is the introduction, this part puts forward the research questions, the purpose and significance of the research, defines the core concepts, and reviews the relevant research literature on the willingness of teachers to accept children with moving; The second part is the research design, including the further elaboration of the research issues, the introduction of research methods and research samples, and determine the overall thinking of the study; The third part is the description and comparative analysis of teachers' willingness to accept children with moving children, and explores the overall intention of teachers to accept children with moving children, and on this basis analyzes different regions, gender, title, etc. The differences in the willingness of teachers to accept children with moving; The fourth part uses the multivariate regression method to analyze quantitatively the influencing factors of teachers' willingness to accept children with moving children, and the fifth part is the conclusion of the research and the countermeasures and suggestions. The results show that the willingness of teachers to accept children with emigration is higher than that of teachers. However, there are differences in the willingness of different types of teachers to accept children with emigration. The province, the life experience before high school, the nature of the school, and the nature of the school are different. The types of schools and the concept of teachers' education are the important factors that affect teachers' willingness to accept. According to the analysis of this study, the local government should further reduce the threshold of admission for children who move with them, create an inclusive social atmosphere, and promote teachers' willingness to accept by means of promoting teachers' professional development and integrating the concept of multicultural education, and so on. To promote school adaptation and social integration of children who follow the move.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G521

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