【作者】 张洁；

【导师】 赵中建；

【作者基本信息】 华东师范大学 ， 比较教育学， 2010， 博士

【摘要】 我国经济社会的发展,以及城市化进程的推进,导致跨区域流动人口的增加以及流动人口子女教育问题的日益凸显。随着保障流动人口子女接受义务教育权利“以流入地政府管理为主,以全日制公办中小学为主”政策的实施,公办中小学面临着如何应对本地人口子女和流动人口子女构成的多样性学生群体的教育新问题。如何使得我国流动人口从“有学上”到关注“上好学”；从入学机会上的公平到学习过程中的公平,已成为摆在研究者面前的现实问题。如果说对于“有学上”问题的解决,因其原因主要在于政府制定的政策层面,所以需要政府在政策层面的努力方能解决。而对于如何“上好学”的问题,更需要学校在教育教学层面的努力来改善提高。进入公办学校的流动人口子女与本地学生相比,由于学习基础、家庭状况、文化背景等方面的差异,在学习状况、交往状况、个性发展、家庭教育和总体表现等方面,都有着不同的教育需求。公办学校不仅仅要把这些孩子接纳进来,还要积极探索措施,对于学生群体日益多样的特点,采取有针对性的教育干预措施,使流动人口子女在入学及学习过程方面,都享受到真正的“同城待遇”。我们把这样的一种教育称之为“基于生源多样性的教育”。它以流动子女进入公办学校就学后,公办学校生源的差异性增强的现实为出发点,以教育理应促进每一个学生的发展为目的,探索在现实条件下实现这一目的的可能途径。由于上海市郊公办学校地处城郊结合部,生源多样化状况尤为突出,因此我们把研究问题进一步聚焦为“上海市郊公办学校学生生源多样性对教育的影响与对策研究”。本论文以上海市郊区县的公办中小学为例,对其中的2018名学生进行了问卷调查,同时对部分学生、教师、班主任和学校管理人员进行了访谈,再以嘉定区为例分析和探讨了生源多样性教育的问题,同时从他人的研究和笔者自己实践研究经验出发,总结出了解决生源多样性教育问题的策略。本研究的结论：流动人口子女与上海本地生源相比较,在学习人际关系和情绪情感体验、自我意识方面不存在显著的差距。在家庭教育状况和学生心理等许多细小方面,流动人口子女与上海本地生源存在细小非本质的差异。造成不同生源学生之间差异的最重要的因素来自学生的家庭教育的环境。相比较与上海本地的学生流动人口子女一般都比较学习刻苦,思想成熟,独立自律,表现良好。出生于上海外地学生,从小在上海接受教育,不存在适应的问题；中途转入的学生,就需要一定的适应时间。年龄越小,年级越低,越不容易产生地域差别意识；临近毕业是学生感受到地域差异最明显和强烈的时期。流动人口子女最关注的是学习问题,存在问题最多的也是学习问题。流动人口子女在学习和交往过程中时常会表现出规避评价和避免社交的心理问题。教师或者学校领导对不同生源地学生都是一视同仁。关于对流动人口子女如何编班以解决流动性问题,尚在考虑中。毕业考试的户籍限制需要政府部门尽快考虑解决的办法,以尽早减少在上海就读的优秀毕业生生源的流失。对于进入公办学校就读的学生应该设置海选的机制。学校层面应该采取措施加强对于流动人口子女教育的规划和教育的实施。学校需要开展家长教育,加强家校联系,开展家校互动,及时反馈家长的疑问与需要,了解家长的信息,引导家长热心地投入到学校的教育和管理。针对流动人口子女教育这样一个崭新的话题在教育领域内展开课题研究研讨,以理论促实践。更多还原

【Abstract】 As the economic and social development of China, as well as the urbanization of this country, it makes the growth of cross—regional movement and the increasingly prominent of migrant children education issue of China. With the ensurence of the rights of migrant children receiving compulsory education and the implementation of the policy "mainly follow the administration of immigrant government, mainly go to the public full-time-run school (including primary and secondary school)",the public schools focus on a new problem-----how to deal with the diversity that made by the local students and the immigrant children. So the problem how to make the migrant children to have education will change to how to make them have better education, and the other problem how to make the opportunities of having school education and the process of education totally fair, become into a real requirement of researches and natural logic of the educational development.If we think that solving the problem to have education will mainly depend on the policy, which means more polices will be needed to solve this issue. But for the problem how to have better education, the answer may be more and more input for education, In public schools, the migrant children, comparing with the local students, for the difference of the base of learning, culture background, family status, etc, will have different educational needs on learning, communication, personality development, family education and overall performance, etc. So public schools should not only accept these children, but also take actions to solve the diversity issue of students, if we do these, we will make the migrant children enjoy real "equal treatment" in the opportunity to get into school and learning process. We call this education "education based on the diversity sources of students". This kind of education faces this situation:with the acception of migrant children, the difference of students in public schools gets larger and larger,and this kind of education holds on the belief that "education should take students’ development as its object and find out someway to realize this object in daily life". Because this problem is more prominent in public schools which located in the outskirts of Shanghai, we will focus on this issue: the study of the influence of the issue made by the diversity sources of students in public schools in the outskirts of Shanghai and the countermeasures.This thesis is based on Case of Suburban counties of Shanghai’s public elementary and secondary, from which there were 2,018 of students have been conducted a questionnaire survey, while some students, teachers, head teachers and school administrators were interviewed.The conclusions of this study is:There is no significant difference in the emotional experience of interpersonal relationships and emotional self-awareness between migrant children in Shanghai and local students. The same way, there is small but not essential differences in the situation of family education and student psychological aspects during them. And the most important factor which caused the difference between the students is the family education environment. In contrast of the local students, migrant children are generally studying hard, mature, independent self-discipline, good performance and so on. There is no question of adaptation for the foreign students receiving education in shanghai from childhood, while the students half-way into need to take some time to adapt. Younger and lower grades, less likely to generate the awareness of regional differences. The most obvious and strong regional awareness may be appeared before graduation. Migrant children are most concerned about learning problems which is always the most problematic issues. The migrant children often exhibit the psychological problems of avoiding evaluation and social intercourse in the process of learning and communication. The teachers or school leaders are all treating the students from different areas equally.It is still under consideration that how to arrange class in order to solve the liquidity problems. Government departments should consider resolving the household registration restrictions as soon as possible to reduce the loss of the outstanding graduates studying in Shanghai. Mechanism of audition should be set for students who want to enter the public schools to study.Schools should take measures to strengthen education planning and implementation of migrant children. Schools also should conduct parent education, strengthen home-school links and carry out home-school interaction, and grasp the information and answer the doubt about school of parents on time, to bring parents into the school education and management. It is meaningful to discuss issues on education of migrant children which is a new topic of research in the field of education to promote the practice of theory.更多还原