留守经历与农村儿童教育发展*

摘要/Abstract

摘要：

留守经历对儿童学习和健康的影响是近年来学术界研究重点之一,但分析结果并不一致。本研究引入新的研究视角,利用2016—2018年陕西省的调查数据分别从留守经历、留守时间和留守模式三个维度考察农村儿童的学习成绩。研究发现:与从未留守儿童相比,短期留守儿童的考试成绩具有显著的优势,父母短期外出对儿童的成绩产生一定的正向作用,但若父母长期外出,则留守儿童的学习成绩会受到一定程度的负面影响。双亲外出的留守儿童与从未留守儿童的学习成绩差异不显著;父亲外出、由母亲监护的留守儿童语文成绩具有明显的优势。此外,研究还发现外出务工的父母经常回家与留守子女团聚有利于提高儿童的学习成绩。本研究提出了三个维度下儿童学习成绩差异形成的可能原因,并分别从政策和方法论两个角度提出了建议。以本研究的结论为基础,可以认为人口迁移或可在一定程度上推动流出地教育事业的发展。未来应将打工经济作为促进农村教育发展的动力,对此我们提供了两个可能的途径。

关键词: 留守经历, 留守时长, 留守模式, 回家频率, 学业表现

Abstract:

The influence of left-behind experience on children’s study and health is one of the focuses of academic research in recent years, but the analysis results are not consistent. This study introduces a new research perspective and uses the survey data of Shaanxi Province from 2016 to 2018 to examine the learning performance of rural children from three dimensions: left-behind experience, left-behind time, and left-behind model. The study found that compared with children who have never been left behind, short-term left-behind children have a significant advantage in their test scores, and short-term parental outings have a positive effect on children’s performance. However, if parents go out for a long time, the academic performance of left-behind children will be negatively affected to a certain extent. There is no significant difference in the academic performance of left-behind children whose parents go out and those who have never left-behind; left-behind children whose fathers go out and are under the supervision of their mothers have obvious advantages in language performance. In addition, this study also found in the cases if parents who go out to work and often go home to reunite with their left-behind children, it is beneficial to improve the children’s academic performance. This study puts forward the possible reasons for the differences in children’s academic performance in three dimensions, and makes recommendations from two perspectives, policy and methodology. Based on the conclusions of this study, it can be considered that population migration may promote the development of education in the outflow areas to a certain extent. In the future, the migrant work economy should be used as a driving force to promote the development of rural education, and we have provided two possible ways for this.

Key words: left-behind experience, left-behind duration, left-behind pattern, frequency of going home, academic attainment

中图分类号:

G459

梁在, 李文利. 留守经历与农村儿童教育发展^*[J]. 教育科学, 2021, 37(3): 8-18.

Liang Zai, Li Wenli. Left-Behind Experience and Children’s Educational Development in Rural China[J]. Education Science, 2021, 37(3): 8-18.

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参考文献 37

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变量名称	非留守儿童		留守儿童	样本量
变量名称	“从未留守” 儿童	“曾经留守” 儿童	留守儿童	样本量
语文标准化考试成绩	0.001 0 (1.007 4)	-0.018 6 (0.996 7)	0.015 5 (0.984 0)	1 043
数学标准化考试成绩	-0.164 6 (0.912 6)	-0.223 9 (0.992 8)	0.240 7 (0.973 6)	959
英语标准化考试成绩	0.017 0 (0.930 6)	0.001 7 (1.015 2)	-0.008 2 (1.004 1)	997
标准化总成绩	-0.044 4 (0.934 6)	-0.125 0 (1.008 8)	0.114 3 (0.992 6)	953
样本量	235	405	581

变量名称	非留守儿童				留守儿童
	“从未留守”儿童		“曾经留守”儿童		留守儿童
	Mean/N	s. d./%	Mean/N	s. d./%	Mean/N	s. d./%
儿童性别(ref=男)	0.47	0.50	0.56	0.50	0.48	0.50
儿童年龄	11.17	0.71	11.23	0.65	11.21	0.67
父母平均年龄	39.75	5.76	39.57	5.77	38.38	5.17
父母平均受教育年限	8.81	2.47	8.54	2.18	8.59	2.14
是否独生子女(ref=否)	0.79	0.41	0.69	0.46	0.69	0.46
是否平原地区(ref=否)	0.53	0.50	0.54	0.50	0.53	0.50
拥有教师资格证的教师比例	0.99	0.02	0.99	0.03	0.99	0.03
学校设施	17.74	3.35	17.58	3.83	18.25	3.82
教师队伍稳定性
1.稳定	182	78.45%	302	74.75%	450	79.79%
2.一般	24	10.34%	67	16.58%	82	14.54%
3.不稳定	26	11.21%	35	8.66%	32	5.67%
样本量	232		404		564

自变量	模型1	模型2	模型3	模型4
自变量	语文	数学	英语	总成绩
留守经历(ref=从未留守)
曾经留守	-0.029	-0.035	-0.034	-0.076
	(0.090)	(0.087)	(0.086)	(0.088)
现在留守	0.029	0.427***	-0.016	0.178*
	(0.084)	(0.081)	(0.082)	(0.083)
儿童性别(ref=男)	0.495***	0.106	0.427***	0.339***
	(0.069)	(0.073)	(0.070)	(0.073)
儿童年龄	-0.160**	-0.122	-0.108	-0.149*
	(0.059)	(0.063)	(0.059)	(0.064)
父母平均年龄	-0.001	0.013	-0.006	0.000
	(0.006)	(0.007)	(0.007)	(0.007)
父母平均受教育年限	0.037*	0.068***	0.046**	0.059***
	(0.015)	(0.018)	(0.017)	(0.018)
是否独生子女(ref=否)	0.116	-0.064	0.078	0.061
	(0.077)	(0.083)	(0.076)	(0.081)
是否平原地区(ref=否)	-0.082	-0.114	-0.038	-0.089
	(0.083)	(0.087)	(0.086)	(0.088)
教师队伍稳定性(ref=稳定)
一般稳定	0.052	0.092	0.048	0.082
	(0.096)	(0.102)	(0.093)	(0.098)
不稳定	0.056	0.103	-0.040	0.048
	(0.123)	(0.129)	(0.139)	(0.126)
学校教学设施	-0.004	-0.006	-0.005	-0.006
	(0.009)	(0.010)	(0.010)	(0.011)
截距项	1.256	0.235	0.901	1.001
	(0.754)	(0.842)	(0.779)	(0.827)
样本量	1,022	944	977	939
R²	0.084	0.078	0.068	0.071

自变量	模型1	模型2	模型3	模型4
自变量	语文	数学	英语	总成绩
留守时长(ref=从未留守)
长期留守	-0.086	-0.003	-0.188	-0.094
	(0.114)	(0.104)	(0.107)	(0.110)
短期留守	0.016	0.261**	0.166*	0.226**
	(0.074)	(0.080)	(0.075)	(0.078)
儿童性别(ref=男)	0.451***	0.128	0.367***	0.319***
	(0.072)	(0.074)	(0.076)	(0.076)
儿童年龄	-0.100	-0.101	-0.084	-0.108
	(0.060)	(0.060)	(0.069)	(0.065)
父母平均年龄	-0.008	0.006	-0.016	-0.009
	(0.009)	(0.008)	(0.010)	(0.009)
父母平均受教育程度	0.020	0.071***	0.030	0.043*
	(0.016)	(0.017)	(0.020)	(0.018)
是否独生子女(ref=否)	0.048	-0.021	0.121	0.069
	(0.078)	(0.082)	(0.080)	(0.078)
是否平原地区(ref=否)	-0.069	-0.009	-0.033	-0.032
	(0.079)	(0.087)	(0.093)	(0.088)
教师队伍稳定性(ref=稳定)
一般稳定	-0.072	0.022	-0.035	-0.026
	(0.095)	(0.096)	(0.107)	(0.098)
不稳定	-0.183	-0.022	-0.110	-0.163
	(0.158)	(0.144)	(0.151)	(0.158)
学校教学设施	-0.010	-0.003	-0.005	-0.010
	(0.009)	(0.011)	(0.011)	(0.010)
截距项	1.286	0.227	1.115	1.173
	(0.844)	(0.864)	(1.029)	(0.944)
样本量	760	708	728	706
R²	0.066	0.045	0.061	0.061

自变量	模型1	模型2	模型3	模型4
自变量	语文	数学	英语	总成绩
留守模式(ref=从未留守)
双外留守	0.016	0.044	-0.008	0.011
	(0.088)	(0.099)	(0.094)	(0.095)
父外留守	0.242**	0.022	0.029	0.153
	(0.081)	(0.087)	(0.082)	(0.086)
儿童性别(ref=男)	0.453***	0.125	0.356***	0.322***
	(0.072)	(0.076)	(0.078)	(0.078)
儿童年龄	-0.065	-0.108	-0.077	-0.104
	(0.058)	(0.060)	(0.070)	(0.065)
父母平均年龄	-0.010	0.007	-0.016	-0.009
	(0.009)	(0.008)	(0.010)	(0.009)
父母平均受教育年限	0.015	0.061***	0.021	0.033
	(0.016)	(0.017)	(0.020)	(0.018)
是否独生子女(ref=否)	0.019	-0.043	0.119	0.051
	(0.078)	(0.086)	(0.082)	(0.080)
是否平原地区(ref=否)	-0.059	-0.029	-0.061	-0.067
	(0.078)	(0.089)	(0.093)	(0.088)
教师队伍稳定性(ref=稳定)
一般稳定	-0.049	0.027	-0.042	-0.009
	(0.095)	(0.098)	(0.108)	(0.100)
不稳定	-0.174	0.002	-0.071	-0.116
	(0.155)	(0.148)	(0.152)	(0.160)
学校教学设施	-0.014	0.002	-0.005	-0.009
	(0.009)	(0.012)	(0.011)	(0.011)
截距项	1.028	0.380	1.169	1.219
	(0.819)	(0.871)	(1.036)	(0.946)
样本量	730	680	695	676
R²	0.079	0.032	0.048	0.051