“后撤并时代”寄宿制学校对农村留守儿童关爱与教育的挑战与可能——基于江西、四川两省的调研
|
摘要
办好农村寄宿制学校成为解决农村留守儿童关爱与教育问题的一条有力途径。经过对江西、四川两省的调研发现,在"后撤并时代"农村寄宿制学校建设取得了显著成效:一是依托乡村学校少年宫空间与课程资源,实现了农村留守儿童"选课走班";二是实现了从"基本温饱"到"心理健康"的教育观念的逐步转变;三是精准识别农村留守儿童,实施了分类分级教育与管理。但目前仍处于区域分布、供需关系不平衡和发展不充分的阶段。寄宿条件、经费、人员、编制、时间要素的有限,家庭与学校主体责任不清,共同造成农村寄宿制学校"寄而难育",无法满足家庭对寄宿的多样化需求,难以充分发挥学校的教育功能。因此,建议通过法治建设与村规民约融合、寄宿制学校标准建设和政策试点、鼓励社会托管机构合理合规进入,构建家校社联动、"寄托"并重的农村留守儿童关爱教育体系。
Running a rural boarding school has been a powerful way to solve the problem of the care and education for left-behind children.According to the surveys of Jiangxi and Sichuan provinces,the construction of rural boarding schools in the post-revocation and merger era has achieved remarkable results.Firstly,relying on the space and curriculum resources of the rural schools,the rural left-behind children can"choosing course and shift class".Secondly,the educational concept of "basic food and clothing" has gradually transformed to the educational concept of"mental health".Thirdly,the rural left-behind children are accurately identified,and classified education and management are implemented.However,there are still unbalanced regional distribution,unbalanced supply-demand relationship and inadequate development.The limited boarding conditions,funds,personnel,staffing,time and other factors,the unclear main responsibility of families and schools together make the rural boarding school "difficult to educate children",which can not meet the diverse needs of the family for boarding,and it is difficult to give full play to the educational function of the school.Therefore,it is suggested that through the construction of the rule of law,the integration of village regulations,the standards construction of boarding schools and the policy pilots,we should encourage social trusteeship agency to enter into boarding schools in order to build a caring education system for rural left-behind children.
Running a rural boarding school has been a powerful way to solve the problem of the care and education for left-behind children.According to the surveys of Jiangxi and Sichuan provinces,the construction of rural boarding schools in the post-revocation and merger era has achieved remarkable results.Firstly,relying on the space and curriculum resources of the rural schools,the rural left-behind children can"choosing course and shift class".Secondly,the educational concept of "basic food and clothing" has gradually transformed to the educational concept of"mental health".Thirdly,the rural left-behind children are accurately identified,and classified education and management are implemented.However,there are still unbalanced regional distribution,unbalanced supply-demand relationship and inadequate development.The limited boarding conditions,funds,personnel,staffing,time and other factors,the unclear main responsibility of families and schools together make the rural boarding school "difficult to educate children",which can not meet the diverse needs of the family for boarding,and it is difficult to give full play to the educational function of the school.Therefore,it is suggested that through the construction of the rule of law,the integration of village regulations,the standards construction of boarding schools and the policy pilots,we should encourage social trusteeship agency to enter into boarding schools in order to build a caring education system for rural left-behind children.
引文
[1]葛缨,张小丽,曹成刚.初中寄宿制农村留守儿童心理健康状况调查研究[J].教育测量与评价,2009(1):45-48.
[2]黄颖.人口流动背景下农村小学生心理及行为发展的追踪干预实践——以四川省30所农村寄宿制学校为例[J].中国农村教育,2014(3):48-51.
[3]范先佐,郭清扬.农村留守儿童教育问题的回顾与反思[J].中国农业大学学报(社会科学版),2015(2):55-64.
[4]董世华.工具价值路径:农村寄宿制中小学发展历史的反思[J].教育学术月刊,2014(5):46-51.
[5]展顺俊.办好农村寄宿制小学不失为解决留守儿童问题的一条途径[N].中国社会报,2017-05-23(3).
[6]李勉,张彩,张丹慧,等.寄宿对农村留守儿童发展的影响——基于12省33 680名留守儿童学校适应状况的实证研究[J].上海教育科研,2017(4):26-30.
[7]贾勇宏.“以教治教”:留守儿童教育问题解决之道[N].中国社会科学报,2011-04-14(9).
[8]郭丽君,蒋贵友.农村中小学“撤点并校”:美、日两国经验比较与启示[J].湖南师范大学教育科学学报,2017(2):24-28.
[9]丁学森,邬志辉,夏博书.城镇化背景下人口流动对大城市义务教育学龄人口规模与结构的影响[J].湖南师范大学教育科学学报,2018(4):66-74.
(1)本文中所用的数据如无特殊说明,都来源于江西、四川两省的实地调研。
(2)农村寄宿留守儿童率指农村寄宿留守儿童占义务教育阶段农村留守儿童的比例。
(3)此数据来自江西省妇联2017年度的摸排报告。
(4)数据来源:江西省生产总值数据(2017年度)出自江西省统计局网站[EB/OL].[2018-07-16].http://www.jxstj gov.cn/;四川省生产总值数据(2017年度)出自四川省人民政府网[EB/OL].[2018-07-16].http://www.sc.gov.cn/10462/12771/2018/1/31/10444117.shtml.
[2]黄颖.人口流动背景下农村小学生心理及行为发展的追踪干预实践——以四川省30所农村寄宿制学校为例[J].中国农村教育,2014(3):48-51.
[3]范先佐,郭清扬.农村留守儿童教育问题的回顾与反思[J].中国农业大学学报(社会科学版),2015(2):55-64.
[4]董世华.工具价值路径:农村寄宿制中小学发展历史的反思[J].教育学术月刊,2014(5):46-51.
[5]展顺俊.办好农村寄宿制小学不失为解决留守儿童问题的一条途径[N].中国社会报,2017-05-23(3).
[6]李勉,张彩,张丹慧,等.寄宿对农村留守儿童发展的影响——基于12省33 680名留守儿童学校适应状况的实证研究[J].上海教育科研,2017(4):26-30.
[7]贾勇宏.“以教治教”:留守儿童教育问题解决之道[N].中国社会科学报,2011-04-14(9).
[8]郭丽君,蒋贵友.农村中小学“撤点并校”:美、日两国经验比较与启示[J].湖南师范大学教育科学学报,2017(2):24-28.
[9]丁学森,邬志辉,夏博书.城镇化背景下人口流动对大城市义务教育学龄人口规模与结构的影响[J].湖南师范大学教育科学学报,2018(4):66-74.
(1)本文中所用的数据如无特殊说明,都来源于江西、四川两省的实地调研。
(2)农村寄宿留守儿童率指农村寄宿留守儿童占义务教育阶段农村留守儿童的比例。
(3)此数据来自江西省妇联2017年度的摸排报告。
(4)数据来源:江西省生产总值数据(2017年度)出自江西省统计局网站[EB/OL].[2018-07-16].http://www.jxstj gov.cn/;四川省生产总值数据(2017年度)出自四川省人民政府网[EB/OL].[2018-07-16].http://www.sc.gov.cn/10462/12771/2018/1/31/10444117.shtml.