摘要
利用“中国教育追踪调查”数据库2014-2015学年的数据,论文实证分析了教师支持对农村留守儿童非认知能力的影响。研究发现:农村留守儿童非认知能力显著低于非留守儿童;教师支持对留守儿童的非认知能力具有显著的影响。具体而言,学习支持、情感支持和交往支持均对留守儿童的学习毅力、开放性、学校适应和交往能力具有显著的正向影响;交往支持对留守儿童消极情绪性具有显著的负向影响。教师的各项支持程度越高,留守儿童非认知能力越强。完善教师绩效评价制度,激发教师关爱留守儿童的积极性,彰显教师支持对留守儿童非认知能力发展的保护性作用,对于促进留守儿童健康发展具有重要意义。
Using the data of the China Education Panel Survey(CEPS)from 2014 to 2015,this paper empirically analyzes the influence of teacher support on the non-cognitive skills of rural left-behind children.The analysis reveals that the non-cognitive skills of rural left-behind children are significantly lower than those of non-left-behind children.Teacher support has a significant impact on the development of non-cognitive skills of left-behind children,in particular,the support on learning,emotion and communication can have a significant positive effect on left-behind children’s learning perseverance,openness,school adaptation and communication ability,and the communication support has a significant negative impact on the negative emotionality of left-behind children.The higher the level of teacher support,the more advanced the non-cognitive skills of left-behind children will be.Improving the teacher evaluation system to stimulate the vitality of teachers to care for left-behind children,and highlighting the protective effect of teacher support on the development of non-cognitive skills of left-behind children,are of great significance to promote the healthy development of left-behind children in rural China.
作者
雷万鹏
李贞义
Lei Wanpeng;Li Zhenyi(School of Education, Research Center of Basic Education, Central China Normal University, Wuhan 430079)
出处
《华中师范大学学报（人文社会科学版）》
CSSCI
北大核心
2020年第6期160-168,共9页
Journal of Central China Normal University:Humanities and Social Sciences
基金
国家社会科学基金教育学一般课题“农村小规模学校教育成本测算与财政支持政策研究”(BFA20070)。
关键词
留守儿童
教师支持
非认知能力
left-behind children
teacher support
non-cognitive skills
