【摘要】：伴隨著當今經濟社會的快速發(fā)展與城市化的進程，促使農村勞動力的大規(guī)模輸出，從而為農民脫貧致富提供了重要機遇。然而，，另一個特殊群體“留守兒童”的規(guī)模也在持續(xù)擴大，并且會在一定的時期內長期存在。作為社會轉型陣痛的一部分承擔者，其與主要撫養(yǎng)人長期分離，優(yōu)質教育資源的長期缺失，居住環(huán)境，生存環(huán)境的不良，都會對其學業(yè)成就，職業(yè)生涯，家庭與人際關系造成不可預估的損失與傷害。然而，學校作為“留守兒童”一個重要的社會化場所，如果能在這樣的環(huán)境中認真評估“留守兒童”面臨的困境，并且提供相應的資源，這樣能夠在很大程度上彌補“留守兒童”在成長過程中缺失的社會支持。 筆者長期對留守兒童問題的有所關注，并認為社會支持的局限性以及網絡的不完整是留守兒童產生諸多問題的根源，并且學校社會工作是補充、完善與重建其社會支持網絡的有效方式。本文以社會工作專業(yè)視角，通過對留守兒童的生存狀態(tài)評估，分析眾多社會支持因素對其成長與生存狀態(tài)的影響，并最終探討學校社會工作介入農村留守兒童問題的可行性。 本文采用定量研究的方式不同于大多數先前學者的定性研究。研究對象為S縣E鎮(zhèn)中心小學，該小學及下屬村級小學，學生共計2658人，其中留守兒童1850人左右。對其評估主要通過問卷調查的方式，選取了3-6年級1462名學生的樣本總量。通過調查所得數據的整理、分析，發(fā)現(xiàn)“留守”與“非留守”的不同之處，將各項影響因素直觀準確的展現(xiàn)出來，從而能夠使得社會工作介入更有目的性與針對性。 “留守兒童”的問題并不是個體自身發(fā)展的內在問題，而是在一個大系統(tǒng)中，諸多不良因素共同作用的結果。筆者認為制度的有效性取決于不同群體社會支持的差別化。在文中筆者試圖探討一種多元合作的服務模式，通過政府，學校，專業(yè)社會工作者三者協(xié)同合作的方式來減弱差別。從而，建立一個宏大的“教育網絡”，使得“留守兒童”在網絡中得到相應的“工具性支持”，“表達性支持”。這樣的服務過程，并不是強調從教育角度解決學校里“留守兒童”的學習問題，而是將“留守兒童”置于社會問題的角度，強調一種全面的“診斷”與“治療”。
[Abstract]:With the rapid development of economy and society and the process of urbanization, the large-scale export of rural labor force has provided an important opportunity for peasants to get rid of poverty and become rich. However, the size of another special group of left-behind children continues to expand and will exist for a certain period of time. As a part of the pain of social transformation, their long-term separation from their main dependents, the long-term absence of high-quality educational resources, the poor living environment and living environment will all affect their academic achievements and career. Family and interpersonal relationships cause unpredictable losses and injuries. However, as an important socialized place for "left-behind children", if schools can carefully assess the plight of "left-behind children" in such an environment and provide corresponding resources, This can make up for the lack of social support in the growth of left-behind children to a large extent. The author has been concerned about the problem of left-behind children for a long time, and thinks that the limitation of social support and the incomplete network are the root causes of the problems of left-behind children, and the school social work is complementary. The effective way to improve and reconstruct its social support network. From the professional perspective of social work, this paper analyzes the influence of many social support factors on the growth and survival status of left-behind children through the evaluation of their survival status, and finally probes into the feasibility of school social work intervening in the problem of rural left-behind children. This paper uses a quantitative approach that is different from most previous qualitative studies. The object of the study was E Town Central Primary School in S County. The primary school and its subordinate village primary school had 2658 students, of whom 1850 were left-behind children. The total number of 1462 students in grades 3-6 was selected by questionnaire. Through the analysis and analysis of the data obtained from the investigation, the differences between "stay behind" and "non-stay" are found, and the influencing factors are displayed intuitively and accurately, which can make social work intervene more purposefully and pertinently. The problem of "left-behind children" is not the internal problem of individual's own development, but the result of many bad factors acting together in a large system. The author believes that the effectiveness of the system depends on the differentiation of social support of different groups. In this paper, the author tries to explore a multi-cooperative service model, through the government, schools, professional social workers to reduce the differences. Thus, the establishment of a grand "educational network" makes "left-behind children" get the corresponding "instrumental support" and "expressive support" in the network. This service process does not emphasize solving the learning problems of "left-behind children" in schools from an educational point of view, but puts "left-behind children" in the perspective of social problems and emphasizes a comprehensive "diagnosis" and "treatment".
【學位授予單位】：沈陽師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：C913.5;C916

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