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华中师范大学学报(人文社会科学版)  2020, Vol. 59 Issue (6): 160-168    
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教师支持对农村留守儿童非认知能力的影响——基于CEPS数据的实证分析
雷万鹏 李贞义
华中师范大学 教育学院、湖北省基础教育研究中心, 湖北 武汉 430079
The Effect of Teacher Support on the Non-Cognitive Skills of Rural Left-Behind Children: An Empirical Analysis Based on the Data of CEPS
Lei Wanpeng  Li Zhenyi
School of Education, Research Center of Basic Education, Central China Normal University, Wuhan 430079
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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。
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雷万鹏 李贞义
关键词 留守儿童 教师支持 非认知能力    
Abstract: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.
Key wordsleft-behind children    teacher support    non-cognitive skills
收稿日期: 2020-11-17     
引用本文:   
雷万鹏 李贞义. 教师支持对农村留守儿童非认知能力的影响——基于CEPS数据的实证分析[J]. 华中师范大学学报(人文社会科学版), 2020, 59(6): 160-168.
Lei Wanpeng  Li Zhenyi. The Effect of Teacher Support on the Non-Cognitive Skills of Rural Left-Behind Children: An Empirical Analysis Based on the Data of CEPS. journal1, 2020, 59(6): 160-168.
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https://journal.ccnu.edu.cn/sk/CN/     或     https://journal.ccnu.edu.cn/sk/CN/Y2020/V59/I6/160
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