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有研究表明,父母对孩子的教育期望、学习参与水平和学习动机都会影响家庭社会经济地位与学生的学业成就。农村留守儿童通常处于社会经济地位较低的家庭中,但留守儿童也可能获得较好的学业成就。调查发现:较高的家庭教育期望及参与程度,对留守儿童的学业成就来说具有积极贡献。但同时也应注意学习的内在价值,避免让留守儿童的学习过分功利化。
Studies have shown that parents’ expectations of their children’s education, their level of participation in learning and their motivation to learn all influence the social and economic status of their families and the academic achievements of their students. Left-behind children in rural areas are usually in families with low socio-economic status, but left-behind children may also achieve better academic achievement. The survey found that the higher expectations and participation of family education have a positive contribution to the academic achievement of left-behind children. At the same time, however, we should also pay attention to the intrinsic value of learning and avoid overly utilitarian learning of left-behind children.