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重庆市留守儿童阅读环境研究
Research on the Reading Environment of Left-Behind Children in Chongqing
【作者】 刘灿;
【导师】 邓小昭;
【作者基本信息】 西南大学 , 情报学, 2012, 硕士
【摘要】 留守儿童,是指父母双方或一方流动到其他地区,自己留在农村户籍所在地并因此不能和父母双方共同生活在一起的儿童。留守儿童父母双方或一方长期在外打工,不能与儿童共同生活,这将严重影响留守儿童的阅读环境,特别是家庭阅读环境。本研究针对家庭、学校和社会三个不同的阅读环境,从物理层面与精神层面两方面展开分析,提取影响留守儿童阅读环境的因素。物理层面主要影响因素是阅读材料、阅读场所、阅读时间等。精神层面主要影响因素是留守儿童监护人员或老师的阅读习惯、对留守儿童阅读的态度、阅读活动、阅读指导方式等。根据影响因素设计调查问卷、访谈表以及观察表。通过问卷调查法、访谈法、比较法等研究方法进行了实证研究,综合考察了重庆市留守儿童阅读环境现状。通过分析发现留守儿童与非留守儿童阅读环境之间的差异主要集中在家庭阅读环境。由于父母外出,监护人员的角色由他人替代或缺失,导致留守儿童家庭阅读环境较为恶劣。留守儿童与非留守儿童他们的学校阅读环境都很差,社会阅读环境几乎空白。针对研究结果,笔者从家庭、学校、社会三个角度提出改善留守儿童阅读环境的相关措施。表87,参考文献65
【Abstract】 The left-behind children can’t live together with their parents, who need to flow to other areas for life. The left-behind children stay in rural domicile themselves, which will seriously affect the reading environment of the left-behind children, especially the home reading environment.In this paper, the physical and spiritual factors of the family, school and social are analyzed. The physical reading environment mainly includes reading material, reading place and reading time, in addition, the spiritual reading environment contains the reading habits of parents or teachers, the attitude of the left-behind children’s reading and reading activities. Questionnaires, interview tables and observation tables are designed to comprehend the current status of the reading environment of left-behind children in Chongqing.There are some differences in reading environment between the left-behind children and non-left-behind children, in particular, the home reading environment. Responsibility of guardianship will be replaced when parents go to cities to work, which leads to the reading environment of left-behind children in significantly worse than that of non-left-behind children. The school reading environment of the left-behind children and non-left-behind children is very poor, and the social reading environment is almost blank. Based on these findings, measures are proposed to improve the reading environment of left-behind children, from the three perspectives of the family, school, social.87 tabs,65 refs
【Key words】 Left-behind Children; Home Reading Environment; School Reading Environment; Social Reading Environment; Reading Environment; Chongqing;