农村“留守子女”学习状况分析研究

当前农村“留守子女”日益成为人们关注的焦点,而“留守子女”的学习状况更引起人们的担忧。农村的父母外出对孩子的学习动机、学习过程、学习环境和学业成绩都产生了一定的影响,在现状与原因分析的基础上,笔者进一步针对外出父母、“留守子女”及学校提出一些建议和对策。     

农村"留守子女"的生存状况分析及对策

农村“留守子女”生存状况已经引起各方的关注,是解决“三农”问题过程中必须解决的一个深层次的社会问题。文章从情感、监护、教育、社会关怀等方面分析了他们现实的生存状况,并在此基础上提出一些改善的建议。     

农村留守子女心理健康状况与校本课程开发

一、农村留守子女现状分析 据统计．我国现有流动人口过亿，因父母双方或一方外出打工而由祖父母，亲戚或其他人代为抚养的孩子，在各地农村不下千万．这些普遍却又特殊的群体，他们的生存状况已经引起了社会各界的广泛关注。心理教育界也给予了留守子女现象足够的重视，例如朱科蓉等对江西、湖南、河南三省留守子女进行了调查研究；周宗奎、孙晓军等作了农村留守儿童心理发展与教育问题的研究；王东宇作了小学留守孩的研究；周全德做了“关于农村空巢学生问题的思考”的研究……     

农村留守子女思想品德状况及对策浅析

当前我国出现农民大规模跨地区和城乡之间的流动,形成了社会经济发展中不容忽视的"民工潮"。他们的子女相当一部分留在家,即所谓的"留守子女"。本文对农村留守子女思想品德现状及目前农村留守子女思想品德教育引导工作的现状进行分析,提出具有对农村留守子女思想品德教育有理论价值和现实意义的对策。     

农村"打工族"留守子女的道德发展与教育探讨

随着城市化进程的推进和农村经济社会的发展,大量农民离开世代相依的土地而涌入城市,或务工,或经商,被他们遗留在家中的学龄期子女就成为了“留守子女”。“留守子女”的道德发展问题已成为一个重大的教育课题和社会问题,仅靠学校教育难以取得预期的成效,必须由政府、学校、家庭、社会形成合力,给这批学生营造一个多维度的优良的育人环境。本文采用问卷调查、走访座谈、定量分析与定性分析相结合等方式,对农村“打工族”留守子女的道德现状进行调查,对其道德成因进行了重点分析,并针对性地提出了道德建设的对策。     

切实做好农村留守子女的教育工作

20世纪90年代初产生并延续至今的第二次民工潮，在促进经济迅速发展的同时，也引发了一系列的社会现象和社会问题，其中，农民工子女的教育问题尤为引人关注。部分农民工在流向大城市的时候，把自己的孩子留在了农村，这部分子女被称为“留守子女”。留守子女由于长期与父母分离，缺乏亲情与关怀，在生活、学业和心理上都面临着不少困难。要切实做好农村留守子女的教育工作，需要各地各学校因地制宜，积极探索，总结经验和规律。     

农村留守子女教育问题分析

许多事例表明,农村留守子女教育问题已成为现代社会的"新病",究其原因,有家庭因素、农村社会因素以及农村学校的因素,要解决这一新的社会问题,也需要三方面努力,建立农村社区教育和监护体系,改变家长外出方式和亲子沟通问题,农村学校要进一步增强教师的敬业爱生责任感.     

当前我国甘肃贫困地区留守子女基础教育问题分析

本文对甘肃贫困地区留守子女的基础教育现状进行了阶段性分析,通过对不同年龄段的留守子女在成长中出现的教育、安全、身体健康状况和心理问题等方面的综合考察,对促进甘肃贫困地区留守学生基础教育发展提出了几点意见和建议,以期对西北贫困地区留守子女受教育问题现状之改变提供借鉴。     

农村"留守女性"心理健康状况调查与思考

本研究采用SCL-90症状自评量表,对341名农村“留守女性”心理健康状况进行测量调查,结果表明:农村“留守女性”的心理健康问题严重。影响农村“留守女性”心理健康的因素是多方面的,社会各界应采取有效的干预措施,保障和促进其心理健康。     

When Parents Want Children to Stay Home for College

Although previous studies show that a majority of parents want their children to go to college and graduate with a 4-year degree, the strategies used to accomplish this goal vary widely. While some parents feel it is important for their children to attend school while living at home (college-at-home parents), others do not (college-anywhere parents). This study investigates the influence of these parental strategy preferences on whether children apply to college during their senior year of high school, as well as whether they apply to multiple colleges. Net of measured ability, socioeconomic factors, and students’ own strategy preferences, students with college-at-home parents are significantly less likely to apply to college than students with college-anywhere parents; and among those who do apply to college, students with college-at-home parents are significantly less likely to apply to multiple colleges.     

School-Aged Children who are Educated at Home by their Parents: Is there a role for educational psychologists?

This paper reviews the literature on home education with reference to issues that may concern educational psychologists. It notes the fast growing number of families (at present, 1% of the UK school population) who have chosen to educate their school-aged children at home. The great majority of home-educated children are reported to be well adjusted and to be achieving highly. However, samples used to study home education have been self-selected and may not accurately reflect all home education practice. Possible reasons for home education are discussed, as well as the approaches to teaching and learning reported in the literature. Implications are outlined for the work of educational psychologists.     

Parents who want their PreK children to have science learning experiences are outliers

The purpose of this study was to examine parental priorities regarding science education in the early years. The study sample included 1456 Turkish parents of pre-K children (36–72 months). Parents were asked to prioritize eight academic content areas, including science, in descending order. The results demonstrated that the number of parents who prioritized science over other academic content areas in pre-K classrooms was quite low. Parents who ranked science highly deviated from the whole sample and almost all of these parents were identified as outliers by the two-step cluster analysis. Parents of boys and younger children and parents with high-SES level were more likely to prioritize science over other academic content areas. The findings suggest that parental preferences overall align well with early childhood teachers’ tendency to teach less science than other content areas, and parental priorities might be another major factor that contributes to limited science learning experiences in the early years.     

论农村留守儿童家庭教育存在的问题及其原因

留守儿童作为一个特殊的弱势群体,在学习、心理素质、道德品质、安全等方面表现出种种问题。其家庭教育存在的问题主要有以下几个方面:家庭结构不完整,家庭的教育功能弱化;隔代教育"代沟"现象明显;教育者与受教育者角色意识模糊;留守家庭的教育缺少文化氛围。     

外出打工人员子女的家庭教育问题及对策

由于外出打工人员常年在外，在对子女的家庭教育方面出现了如隔代教育、父爱失衡、重利主义倾向等一系列的问题，这些都对孩子的身心成长十分不利。这篇论文综合分析了外出打工人员子女所存在的家庭教育问题，并提出相应对策。     

谈高校领导干部离任经济责任审计

对高校领导干部离任经济责任进行审计，是促进领导干部廉洁自律、正确履行岗位职责而采取的一项重要措施。干部离任经济责任审计工作必须遵循正确的原则，必须突出重点、克服难点，从而真正达到离任审计的目的。     

Why and How Parents Promote Math Learning with their Young Children: A Mixed-Methods Investigation

SYNOPSIS

Objective. This study examined parental characteristics that related to children’s early math learning. Specifically, we examined how parents engage in math activities with their children in the home and how their practices were informed by parents’ experiences with and perceptions of math. Design. Using a mixed-methods design, we first quantitatively examined associations between two parental characteristics, past math experiences and current math anxiety, and various types of math activities to understand factors that predict home math engagement in a sample of 34 parents. We then conducted semi-structured interviews with a sample of 15 parents to identify additional factors that relate to parents’ engagement in math activities with their young children. Results. We found that parents’ math anxiety predicted their reports of math activity frequency in the home, controlling for demographics as well as prior measures of math enrichment. Through qualitative analyses, we demonstrated considerable variability in the way that math activities are implemented and described by parents and identify a novel theoretical construct – parents’ goals for children’s math learning – which relates to parents’ practices. Conclusions. These results suggest that survey measures may fail to capture important heterogeneity in parents’ practices and that additional predictors such as parental goals should be explored in future quantitative research.     

幼儿数学学习困难的原因分析与建议

幼儿学习数学时常常遇到不能正确计数、对数的组成知识掌握不到位等困难,原因主要有数学知识本身的抽象性和逻辑性、受幼儿数学学习特点所限、教师自身教学不力等三个方法。为了促进幼儿更好地学习数学知识,避免产生学习困难,教师应该做到:加强理论知识的学习,为幼儿提供丰富的操作材料,采用适当的教学方法,尊重差异因材施教,积极地自我反思。