發(fā)布時(shí)間：2018-04-18 15:38

  本文選題：流動(dòng)兒童 + 留守兒童��； 參考：《安徽大學(xué)》2017年碩士論文

【摘要】：流動(dòng)兒童和留守兒童作為現(xiàn)代社會(huì)經(jīng)濟(jì)發(fā)展不平衡、社會(huì)二元制戶籍制度下所產(chǎn)生的社會(huì)弱勢群體,是需要社會(huì)大眾給予關(guān)注和幫助的群體。流動(dòng)兒童由于跟隨父母進(jìn)入城市生活,家庭外部環(huán)境發(fā)生了巨大的變化,流動(dòng)兒童面對陌生的學(xué)校環(huán)境、陌生的老師、同學(xué)以及與原有的人際關(guān)系網(wǎng)斷裂的情況下,流動(dòng)兒童在學(xué)校適應(yīng)性方面存在著一定的問題。留守兒童由于父母長期在外務(wù)工,家庭內(nèi)部環(huán)境也發(fā)生了巨大的變化,留守兒童在需要父母關(guān)愛和監(jiān)督的年紀(jì)卻由于父母在外忙于工作缺乏與留守兒童的溝通和交流,有的留守兒童和父母的溝通僅僅是通過電話聯(lián)系,導(dǎo)致留守兒童在其成長過程中所遇到的一些心理、生活上的問題也都無法和父母訴說,使留守兒童在心理上產(chǎn)生了強(qiáng)烈的孤獨(dú)感和不安全感。本文通過對流動(dòng)兒童和留守兒童在心理、情緒方面、學(xué)業(yè)方面、人際關(guān)系方面的問卷調(diào)查,運(yùn)用SPSS22.0軟件對流動(dòng)兒童和留守兒童的調(diào)查數(shù)據(jù)進(jìn)行描述性統(tǒng)計(jì)分析來研究和探討流動(dòng)兒童和留守兒童在這三方面所面臨的不適應(yīng)性問題,從流動(dòng)兒童和留守兒童自身、家庭、學(xué)校和社會(huì)四個(gè)方面來找出流動(dòng)兒童和留守兒童在學(xué)校產(chǎn)生這些不適應(yīng)性問題的原因。通過運(yùn)用SPSS22.0軟件對流動(dòng)兒童和留守兒童在心理、情緒方面、學(xué)業(yè)方面以及人際關(guān)系方面作對比分析,分析出流動(dòng)兒童和留守兒童在學(xué)校不適應(yīng)性方面的差異,并得出流動(dòng)兒童由于在父母身邊其學(xué)習(xí)動(dòng)機(jī)以及學(xué)習(xí)興趣較為強(qiáng)烈,但在與城市兒童人際交往的過程中還存在著一定的不適應(yīng)性,有一定的自卑心理。留守兒童由于父母長期不在身邊缺乏監(jiān)督,使留守兒童的學(xué)習(xí)興趣、學(xué)習(xí)動(dòng)機(jī)不足,并且學(xué)習(xí)態(tài)度存在一定問題。從總體的比較來看,流動(dòng)兒童在學(xué)校適應(yīng)性方面的整體表現(xiàn)要較優(yōu)于留守兒童在學(xué)校適應(yīng)性方面的表現(xiàn)。本文研究的目的在于為農(nóng)村在外務(wù)工人員提供一些參考,讓在外務(wù)工人員能夠?yàn)樽优峁┫鄬α己玫膶W(xué)習(xí)和成長環(huán)境,讓流動(dòng)兒童與留守兒童能夠更加積極健康的成長。針對流動(dòng)兒童和留守兒童在學(xué)校適應(yīng)性方面的問題,運(yùn)用社會(huì)工作專業(yè)知識(shí)和技巧對流動(dòng)兒童和留守兒童提供專業(yè)幫助,運(yùn)用個(gè)案工作、小組工作和社區(qū)工作三種社會(huì)工作介入方法對流動(dòng)兒童和留守兒童提供專業(yè)的社會(huì)工作服務(wù)。運(yùn)用社會(huì)工作專業(yè)知識(shí)來發(fā)掘流動(dòng)兒童和留守兒童自身所擁有的優(yōu)勢和潛能,積極調(diào)動(dòng)流動(dòng)兒童和留守兒童周圍的資源,爭取社區(qū)資源。為流動(dòng)兒童與留守兒童提供更好的社區(qū)生活環(huán)境,推動(dòng)和促進(jìn)流動(dòng)兒童和留守兒童的社會(huì)福利和社會(huì)政策的制定,保障流動(dòng)兒童和留守兒童的基本權(quán)益和教育資源,為流動(dòng)兒童和留守兒童的健康成長提供更加良好的社會(huì)環(huán)境。
[Abstract]:As the unbalanced development of modern society and economy, floating children and left-behind children are the vulnerable groups under the dual household registration system, which need the attention and help of the general public.Because migrant children follow their parents into the city, the external environment of the family has changed greatly. The migrant children face the unfamiliar school environment, the unfamiliar teachers, the students and the original interpersonal network.There are some problems in school adaptability of floating children.Since their parents have been working outside the home for a long time, the environment of the left-behind children has also undergone great changes. The left-behind children are in need of parental care and supervision but lack of communication and communication with the left-behind children because their parents are busy working outside.Some left-behind children communicate with their parents only by telephone, which leads to some psychological problems encountered by left-behind children in the course of their growth, and the problems in their daily lives are also unable to tell their parents.The left-behind children have a strong sense of loneliness and insecurity.Based on a questionnaire survey of migrant children and left-behind children in psychological, emotional, academic and interpersonal relationships,Using SPSS22.0 software to analyze the survey data of floating children and children left behind by descriptive statistics to study and discuss the unadaptability of migrant children and children left behind in these three aspects, from the floating children and children left behind themselves, families,Four aspects of school and society to find out the floating children and children left behind in the school causes of these problems.By using SPSS22.0 software to analyze the differences between migrant children and left-behind children in psychological, emotional, academic and interpersonal relationships, the differences of school inadaptability between migrant children and left-behind children were analyzed.It is concluded that the mobile children have strong learning motivation and interest by their parents, but there is some inadaptability and inferiority complex in the process of interpersonal communication with urban children.Children left behind lack of supervision because their parents are not around for a long time, which makes them lack interest in learning, lack of learning motivation and some problems in their learning attitude.From the overall comparison, the overall performance of migrant children in school adaptability is better than that of left-behind children in school adaptability.The purpose of this study is to provide some reference for rural migrant workers, so that migrant workers can provide a relatively good learning and growth environment for their children, so that migrant children and left-behind children can grow up more actively and healthily.In view of the problems of school adaptability of migrant children and left-behind children, professional knowledge and skills of social work are used to provide professional assistance to migrant children and left-behind children, and case work is used.Three social work intervention methods, group work and community work, provide professional social work services to migrant children and children left behind.Social work professional knowledge is used to explore the advantages and potential of floating children and left-behind children, to actively mobilize the resources around floating children and left-behind children, and to strive for community resources.To provide a better community living environment for migrant children and left-behind children, to promote and promote the social welfare and social policy formulation of migrant children and left-behind children, and to safeguard the basic rights and interests and educational resources of migrant children and left-behind children,To provide a better social environment for the healthy growth of migrant children and left-behind children.
【學(xué)位授予單位】：安徽大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：D669.5

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本文編號(hào)：1768990