上海市流动儿童家庭教育现状、问题及干预对策研究

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上海市流动儿童家庭教育现状、问题及

干预对策研究

摘要

《中国流动人口发展报告

2012 》指出我国城镇人口比重超过

50% ，流动人口规

模达到历史新高，随迁子女的数量已经达到

1400

万。流动儿童这个特殊群体的规

模非但没有缩减，反而越来越庞大。20 多年的流光之下，流动儿童在城市接受义

务教育的问题已经初步解决。但是当政府、社会把目光集中在流动儿童的学校教育

上，这些孩子的家庭教育就成为了一个盲点。而家庭教育是一切教育的基础，家

长是孩子的第一位老师也是终身老师，家庭是孩子的第一个课堂也是终身课堂。

在家庭中，流动儿童接受的学校教育理念对家长产生影响，而在学校，流动儿童

的行为举止也能够反映出家庭教育的效果，流动儿童是联系家庭与学校的纽带。

流动儿童接受良好的家庭教育，不仅可以协调家庭成员的内部关系，还能够理顺

家庭与外部世界的关系，使得家庭教育、学校教育和社会教育达成动态的平衡，

是社会稳定的有力保证。因此，关注流动儿童的家庭教育问题，不仅是对这些孩

子的健康成长负责，更是对整个社会发展负责。

本论文根据时代发展的需要，以流动儿童的家庭教育为课题，在理论的指导

下开展实证研究，选取上海市金山区 3所民办农民工子女学校（JG 小学、

SK 小学

JL 小学）的学生家庭展开调研。实证研究主要由两部分组成：一是流动儿童家庭

资本的占有情况及家庭教育的现状调查；二是流动儿童家庭教育的干预实验。本

次调研共发放问卷 430 套（家长卷 430 份+学生卷 430 份），收回问卷 399 套，收

回率 92.79%，其中最终进入模型计算的无缺失值问卷 343 套，有效率 85.96%；

访谈学校教师 8位、并随机访谈部分学生和家长。利用 EXCEL、

STATA 软件对调查

结果进行描述性统计和相关性分析，结合教师访谈、家长访谈以及学生访谈情况

探讨流动儿童家庭教育中存在的问题，并进行原因剖析。文章最后，笔者根据调

查中流动儿童家长对家庭教育指导的需求，有针对性的选取干预方法进行实验，

并结合家长反馈、教师访谈对干预效果进行分析，在此基础上从宏观、中观和微观

三个层面提出流动儿童家庭教育干预的设想。

关键词：流动儿童民办农民工子女学校家庭教育干预对策

ABSTRACT

“Floating population in the China Development Report 2012” pointed out that the

floating population accounted for more than 50% of the size of China's urban

population. The size of the floating population reached a record high. In addition, the

number of migrant children has already reached 14 million. Not only did the size of this

special group not reduce, but the size of migrant children became larger than before.

After 20 years, the problem of migrant children to receive compulsory education in the

city has already solved. But when the government and society focus more on the school

education of migrant children, the family education of migrant children becomes a blind

spot. However, the family education is the foundation of all education. The child's first

teacher and lifelong teacher are their parents and their first classroom and lifelong

classroom are family. In the family, the concept which migrant children accept in school

education affects their parents. In the school, the behavior of migrant children also

reflects the effect of family education. Migrant children is link between home and

school. Migrant children who received a good family education can coordinate the

internal relationships of family members and rationalize the relationship between the

family and the outside world. It can make the family education, school education and

social education achieve dynamic balance. Thus good family education is the powerful

guarantee for social stability. Therefore, it’s important to pay attention to the family

education of migrant children. It is not only responsible for the healthy growth of these

children but also for the development of the society as a whole.

This thesis is based on the needs of the times, the family education of migrant

children as the subject, and to carry out empirical research on the basis of theoretical

studies. We selected three private migrant workers 'children school (JG primary school,

SK Elementary School, JL primary school) students' families in JinShan District of

Shanghai to start the research. The empirical study consists of two parts: Firstly, the

possession of the family capital and the status quo of family education of migrant

children; Secondly, the intervention experiment of migrant children in family education.

This survey were distributed 430 sets of questionnaires (Parent Questionnaire 430

+ Students Questionnaire 430) and recovered 399 sets of questionnaires. The recovery

rate is 92.79%. There are 343 sets of questionnaires which eliminate the missing values

eventually enter the model. The efficiency is 85.96%.The author interviewed eight

school teachers and random interviewed some students and parents. We settle the survey

results though statistical analysis and correlation analysis by EXCEL and STATA

software. Combination teacher interviews, parent interviews and student interviews, we

discuss the current situation and existing problems of family education of migrant

children and analyze the reason. Finally, according to the family education guidance

needs of migrant children’s parents in the survey, the author develop intervention

experiment. Combined with the teachers and parents' feedback on the intervention effect

analysis, the author put forward the intervention idea of migrant children family

education from the macro, meso and micro levels.

Key Word: migrant children, children of migrant workers in private

schools, family education, intervention measures

中文摘要

ABSTRACT

第一章绪论.................................................................................................................1

1.1 研究的缘起及意义...........................................................................................1

1.1.1 研究缘起...................................................................................................1

1.1.2 研究意义...................................................................................................2

1.2 研究的框架与方法...........................................................................................3

1.2.1 研究框架...................................................................................................3

1.2.2 研究方法...................................................................................................4

1.3 研究的创新与不足...........................................................................................4

1.3.1 创新之处...................................................................................................5

1.3.2 不足之处...................................................................................................6

第二章理论基础与研究现状.....................................................................................7

2.1 基本概念界定...................................................................................................7

2.1.1 流动儿童...................................................................................................7

2.1.2 民办农民工子女学校...............................................................................7

2.1.3 家庭教育...................................................................................................7

2.1.4 家庭教育干预...........................................................................................7

2.2 理论基础...........................................................................................................8

2.2.1 家庭资本理论...........................................................................................8

2.2.2 教育公平理论...........................................................................................9

2.2.3 社会支持理论...........................................................................................9

2.3 国内外研究综述..............................................................................................10

2.3.1 国外研究..................................................................................................10

2.3.2 国内研究..................................................................................................13

2.3.3 国内外研究现状分析..............................................................................15

第三章上海市流动儿童家庭教育实证研究............................................................16

3.1 调查方案的设计..............................................................................................16

3.1.1 问卷设计..................................................................................................16

3.1.2 数据来源..................................................................................................17

3.1.3 模型选取..................................................................................................17

3.2 实证研究结果...................................................................................................18

3.2.1 家庭资本占有情况...................................................................................18

3.2.2 家庭教育现状描述...................................................................................25

3.2.3 相关性分析...............................................................................................31

第四章流动儿童家庭教育主要问题与原因分析.....................................................36

4.1 家庭教育存在的主要问题...............................................................................36

4.1.1 家庭资本的欠缺，导致家庭功能失调...................................................36

4.1.2 教育观念与教育行为保留传统模式.......................................................36

4.1.3 亲子沟通和互动较少，家庭精神生活贫乏...........................................37

4.1.4 家庭教育严重依赖学校教育...................................................................37

4.2 原因分析...........................................................................................................38

4.2.1 流动人口社会、经济地位低，家庭教育客观条件差...........................38

4.2.2 流动儿童家长自身素质偏低，教育能力和精力不足...........................38

4.2.3 城乡环境差异加大了亲子沟通、互动的难度.......................................39

4.2.4 制度和非制度因素，使他们难以运用好学校和社区资源...................39

第五章流动儿童家庭教育干预对策及设想.............................................................41

5.1 宏观层面...........................................................................................................41

5.1.1 健全政府宏观调控机制，制订并落实相关教育政策法规...................41

5.1.2 教育行政部门构建监督考核机制，完善社会参与体系.......................41

5.1.3 开拓媒体资源，全方位普及家庭教育知识...........................................42

5.2 中观层面...........................................................................................................42

5.2.1 学校集体指导：家长学校、文艺汇演...................................................42

5.2.2 社区帮扶支持：公益书屋、社区宣传栏...............................................43

5.3 微观层面...........................................................................................................44

5.3.1 流动儿童与家长：反哺、主动寻求.......................................................44

5.3.2 教育工作者与志愿者：飞信平台、电话咨询.......................................45

结语...........................................................................................................................46

附录 1流动儿童家庭教育问题问卷调查（学生卷）...............................................47

附录 2流动儿童家庭教育问题问卷调查（家长卷）...............................................49

附录 3访谈提纲……...................................................................................................51

附录 4流动儿童思想品德相关系数表.......................................................................52

附录 5流动儿童思想品德影响因素回归分析...........................................................53

附录 6流动儿童思想品德影响因素稳健性检验.......................................................53

附录 7流动儿童学业成绩相关系数表……...............................................................55

附录 8影响语文成绩的家庭因素回归分析...............................................................56

附录 9影响数学成绩的家庭因素回归分析...............................................................57

附录 10 影响英语成绩的家庭因素回归分析.............................................................58

附录 11 流动儿童学业成绩影响因素稳健性检验.....................................................59

参考文献.......................................................................................................................60

在读期间公开发表的论文和承担科研项目及取得成果...........................................62

致谢...........................................................................................................................63

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摘要：

上海市流动儿童家庭教育现状、问题及干预对策研究摘要《中国流动人口发展报告2012》指出我国城镇人口比重超过50%，流动人口规模达到历史新高，随迁子女的数量已经达到1400万。流动儿童这个特殊群体的规模非但没有缩减，反而越来越庞大。20多年的流光之下，流动儿童在城市接受义务教育的问题已经初步解决。但是当政府、社会把目光集中在流动儿童的学校教育上，这些孩子的家庭教育就成为了一个盲点。而家庭教育是一切教育的基础，家长是孩子的第一位老师也是终身老师，家庭是孩子的第一个课堂也是终身课堂。在家庭中，流动儿童接受的学校教育理念对家长产生影响，而在学校，流动儿童的行为举止也能够反映出家庭教育的效果，流动儿童是...

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