【摘要】：伴隨著當(dāng)今經(jīng)濟(jì)社會(huì)的快速發(fā)展與城市化的進(jìn)程，促使農(nóng)村勞動(dòng)力的大規(guī)模輸出，從而為農(nóng)民脫貧致富提供了重要機(jī)遇。然而，，另一個(gè)特殊群體“留守兒童”的規(guī)模也在持續(xù)擴(kuò)大，并且會(huì)在一定的時(shí)期內(nèi)長(zhǎng)期存在。作為社會(huì)轉(zhuǎn)型陣痛的一部分承擔(dān)者，其與主要撫養(yǎng)人長(zhǎng)期分離，優(yōu)質(zhì)教育資源的長(zhǎng)期缺失，居住環(huán)境，生存環(huán)境的不良，都會(huì)對(duì)其學(xué)業(yè)成就，職業(yè)生涯，家庭與人際關(guān)系造成不可預(yù)估的損失與傷害。然而，學(xué)校作為“留守兒童”一個(gè)重要的社會(huì)化場(chǎng)所，如果能在這樣的環(huán)境中認(rèn)真評(píng)估“留守兒童”面臨的困境，并且提供相應(yīng)的資源，這樣能夠在很大程度上彌補(bǔ)“留守兒童”在成長(zhǎng)過(guò)程中缺失的社會(huì)支持。 筆者長(zhǎng)期對(duì)留守兒童問(wèn)題的有所關(guān)注，并認(rèn)為社會(huì)支持的局限性以及網(wǎng)絡(luò)的不完整是留守兒童產(chǎn)生諸多問(wèn)題的根源，并且學(xué)校社會(huì)工作是補(bǔ)充、完善與重建其社會(huì)支持網(wǎng)絡(luò)的有效方式。本文以社會(huì)工作專業(yè)視角，通過(guò)對(duì)留守兒童的生存狀態(tài)評(píng)估，分析眾多社會(huì)支持因素對(duì)其成長(zhǎng)與生存狀態(tài)的影響，并最終探討學(xué)校社會(huì)工作介入農(nóng)村留守兒童問(wèn)題的可行性。 本文采用定量研究的方式不同于大多數(shù)先前學(xué)者的定性研究。研究對(duì)象為S縣E鎮(zhèn)中心小學(xué)，該小學(xué)及下屬村級(jí)小學(xué)，學(xué)生共計(jì)2658人，其中留守兒童1850人左右。對(duì)其評(píng)估主要通過(guò)問(wèn)卷調(diào)查的方式，選取了3-6年級(jí)1462名學(xué)生的樣本總量。通過(guò)調(diào)查所得數(shù)據(jù)的整理、分析，發(fā)現(xiàn)“留守”與“非留守”的不同之處，將各項(xiàng)影響因素直觀準(zhǔn)確的展現(xiàn)出來(lái)，從而能夠使得社會(huì)工作介入更有目的性與針對(duì)性。 “留守兒童”的問(wèn)題并不是個(gè)體自身發(fā)展的內(nèi)在問(wèn)題，而是在一個(gè)大系統(tǒng)中，諸多不良因素共同作用的結(jié)果。筆者認(rèn)為制度的有效性取決于不同群體社會(huì)支持的差別化。在文中筆者試圖探討一種多元合作的服務(wù)模式，通過(guò)政府，學(xué)校，專業(yè)社會(huì)工作者三者協(xié)同合作的方式來(lái)減弱差別。從而，建立一個(gè)宏大的“教育網(wǎng)絡(luò)”，使得“留守兒童”在網(wǎng)絡(luò)中得到相應(yīng)的“工具性支持”，“表達(dá)性支持”。這樣的服務(wù)過(guò)程，并不是強(qiáng)調(diào)從教育角度解決學(xué)校里“留守兒童”的學(xué)習(xí)問(wèn)題，而是將“留守兒童”置于社會(huì)問(wèn)題的角度，強(qiáng)調(diào)一種全面的“診斷”與“治療”。
[Abstract]:With the rapid development of economy and society and the process of urbanization, the large-scale export of rural labor force has provided an important opportunity for peasants to get rid of poverty and become rich. However, the size of another special group of left-behind children continues to expand and will exist for a certain period of time. As a part of the pain of social transformation, their long-term separation from their main dependents, the long-term absence of high-quality educational resources, the poor living environment and living environment will all affect their academic achievements and career. Family and interpersonal relationships cause unpredictable losses and injuries. However, as an important socialized place for "left-behind children", if schools can carefully assess the plight of "left-behind children" in such an environment and provide corresponding resources, This can make up for the lack of social support in the growth of left-behind children to a large extent. The author has been concerned about the problem of left-behind children for a long time, and thinks that the limitation of social support and the incomplete network are the root causes of the problems of left-behind children, and the school social work is complementary. The effective way to improve and reconstruct its social support network. From the professional perspective of social work, this paper analyzes the influence of many social support factors on the growth and survival status of left-behind children through the evaluation of their survival status, and finally probes into the feasibility of school social work intervening in the problem of rural left-behind children. This paper uses a quantitative approach that is different from most previous qualitative studies. The object of the study was E Town Central Primary School in S County. The primary school and its subordinate village primary school had 2658 students, of whom 1850 were left-behind children. The total number of 1462 students in grades 3-6 was selected by questionnaire. Through the analysis and analysis of the data obtained from the investigation, the differences between "stay behind" and "non-stay" are found, and the influencing factors are displayed intuitively and accurately, which can make social work intervene more purposefully and pertinently. The problem of "left-behind children" is not the internal problem of individual's own development, but the result of many bad factors acting together in a large system. The author believes that the effectiveness of the system depends on the differentiation of social support of different groups. In this paper, the author tries to explore a multi-cooperative service model, through the government, schools, professional social workers to reduce the differences. Thus, the establishment of a grand "educational network" makes "left-behind children" get the corresponding "instrumental support" and "expressive support" in the network. This service process does not emphasize solving the learning problems of "left-behind children" in schools from an educational point of view, but puts "left-behind children" in the perspective of social problems and emphasizes a comprehensive "diagnosis" and "treatment".
【學(xué)位授予單位】：沈陽(yáng)師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：C913.5;C916

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