关对于初中“留守儿童”学习习惯现状的调查研究的探析中英文对照

////关于对初中“留守儿童”学习习惯现状的调查研究的探析中英文对照Analysisoftheresearchonjuniormiddleschool"left-behindchildren"learninghabitsoftheEnglish通过对南充市1246名初中生学习习惯进行现状调查，结果显示：1、初中“留守儿童”的整体学习习惯状况堪忧，学习习惯较差的“留守儿童”有146人。占被调查“留守儿童”总数的22.12％，学习习惯一般及以下的454人，占被调查“留守儿童”的6839％；仅有31.21％的“留守儿童”学习习惯较好；2、初中“留守儿童”与非“留守儿童”学习习惯得分存在着显著性差异。从平均数来看，“留守儿童”的学习习惯得分要低于非“留守儿童”学习习惯得分。建议学校、家庭和社会联合起来，组成一个三位一体的教育网络，为改善初中“留守儿童”的学习习惯现状承担起必要的责任。Survey,conductedwith1246seniormiddleschoolstudentsinNanchonglearninghabitsshowed:1,juniorhighschool"left-behindchildren"thewholelearninghabitofworrying,badlearninghabitsofthe"left-behindchildren"146people.Accountedfor22.12%ofthetotalnumberof"left-behindchildren",learninghabitsingeneralandthefollowing454people,accountedfor6839%ofthe"left-behindchildren";only31.21%ofthe"left-behindchildren"goodstudyhabits;2,juniorhighschool"left-behindchildren"andnot"left-behindchildren"scoresoflearninghabitsexistsignificantdifferences.Fromtheaverage,"left-behindchildren"learninghabitstoscorelowerthanthescoresoflearninghabits"left-behindchildren".School,familyandsocietytogether,formatheTrinityeducationnetwork,takethenecessaryresponsibilityforlearninghabitssituationtoimprovejuniormiddleschool"left-behindchildren".关键词：“留守儿童”；家庭；学习习惯Keywords:"left-behindchildren";family;learninghabits为了能够提高自己及家人的生活质量，更为子女当前及将来的教育积攒费用，越来越多的农村及城市剩余劳动力离开自己的家乡，向经济发达地区转移。由此，也催生了一个特殊的社会群体一“留守儿童”群体，他们出于各种原因不能跟随父／母到打工地接受教育，而留在了户口所在地。Inordertoimprovetheirqualityoflifeandfamily,morechildrenwithcurrentandfutureeducationtosavecosts,moreandmoreruralsurpluslaborforceandthecitylefthishometown,transferringtothedevelopedareas.Thus,alsocreatedaspecialsocialgroup"left-behindchildren"groups,theirvariousreasonscannottellfather/mothertoaccepteducationtoworkout,andstayintheresidence.近几年来，社会各界对“留守儿童”的关注主要集中在他们的基本生活情况、学习、品行、心理等几个大的方面，对学习的研究又主要集中在学习成绩、学习兴趣、学习效能感、学习信心与学习动力等几个方面，忽视了对“留守儿童”学习习惯的研究。鉴于学习习惯这一非智力因素在学生学习过程中所起的重要作用，本文选取从学习习惯这一角度出发，来深入研究初中“留守儿童”的学习情况。Inrecentyears,attentionto"left-behindchildren"mainlyconcentratedintheseveralbasiclivingconditions,theirlearning,behavior,psychology,researchonlearningandmainlyconcentratedinthelearningachievement,learninginterest,learningself-efficacy,confidenceinlearningandlearningmotivationandsoonseveralaspects,neglectedresearchonthe"left-behindchildren"learninghabits.Inviewoflearninghabitsthatnon-intellectualfactorsplayanimportantroleintheprocessoflearninginstudents'learninghabits,thisarticleselectsfromthispointofview,toin-depthstudyofthelearningsituationofjuniormiddleschool"left-behindchildren".学习习惯是学生在学习情景中长时期里逐渐养成和保持着的一种较为稳固的学习行为倾向。一个养成了良好学习习惯的人，他对学习有一种亲合心理，他从心底里把学习当成了第一需要，当成了乐趣，不学习便难受。那么，初中“留守儿童”的学习习惯现状如何?是否会因为家庭结构不健全而受到影响呢?本研究的目的就在于对初中“留守儿童”进行学习习惯问卷调查，了解目前他们学习习惯的现状，并对“留守儿童”及其任课教师进行访谈，了解他们学习习惯的成因，以此为依据，给学校、家庭和社会在改善初中“留守儿童”学习习惯状况时提出建议。Learninghabitsofstudentsgraduallydevelopinthelongperiodofthelearningsituationandamaintainedstablelearningbehaviortendency.Aformgoodlearninghabits,hehadanaffinitypsychologyoflearning,hislearningasthefirstneedoffromthebottomofmyheart,forfun,notlearning.So,howtostudyhabitsofthejuniormiddleschool"left-behindchildren"?Whetherbeaffectedbyfamilystructureisnotperfect?Thepurposeofthisresearchistostudyhabitsquestionnaireforjuniormiddleschool"left-behindchildren",tounderstandtheirlearninghabitsofthepresentsituation,andcarriesontheinterviewto"Left-behindChildren"andtheirteachers,understandingtheystudyhabitformation,onthisbasis,totheschool,familyandsocietytoimprovethejuniormiddleschool"left-behindchildren"learninghabitsofrecommendations.一、研究对象与研究方法One,theresearchobjectandtheresearchmethod1．研究对象1theresearchobject本研究的对象选自四川省南充市“留守儿童”较多的三所中学。在所选中学的初一至初三每个年级中，随机抽取两个班共1246名初中生作为研究对象，对他们进行学习习惯测试。其中既包括“留守儿童”，又包括非“留守儿童”。TheobjectofthisstudyfromtheNanchongcity"SichuanProvinceleft-behindchildren"arethethreemiddleschool.Intheselectedhighschoolgrade1to3ineachgrade,wererandomlyselectedfromtwoclassesof1246juniorhighschoolstudentsastheresearchobject,totesttheirlearninghabits.Whichincludesboth"left-behindchildren",andnot"Left-behindchildren".当场发放问卷1246份，收回1244份，回收率达99.84％；其中有效问卷1086份，无效158份，有效率为87.3％；样本中“留守儿童”660人，占总数的60.77％。Onthespot1246questionnaires,1244wererecovered,therecoveryratewas99.84%;ofwhich1086validquestionnaires,158copieswereinvalid,theeffectiverateis87.3%;"left-behindchildren"inasampleof660people,accountingfor60.77%ofthetotal.2．研究方法2researchmethods本研究主要采用问卷调查法和访谈法。问卷调查主要用于了解初中“留守儿童”学习习惯的现状，访谈调查用于了解初中“留守儿童”学习习惯的成因。Thisresearchmainlyadoptsquestionnairemethodandinterviewmethod.Questionnaireismainlyusedforunderstandingthestatusofjuniorhighschool"left-behindchildren"learninghabits,interviewinvestigationforunderstandingofthecausesofjuniorhighschool"left-behindchildren"learninghabits.Anotherreasonforthejuniormiddleschool"left-behindchildren"badlearninghabitsisbytheircognitivelevelofrestrictions,donotdistinguishwellgoodstudyhabits.Likemanystudentsthinkthatsoonbeforeexamswillanswerquestionsarelisted,reciteproficiency,inordertoimprovetheaccuracyrateoftheanswer,isaverygoodlearninghabits.Ontheotherhand,teachersbecauseoftheneedtoundertaketheheavytaskofteaching,oftenfeelexhaustionofbodyandmind,nottoomuchtimeandenergytoguide"left-behindchildren"todistinguishbetweengoodandbadlearninghabits,andmanyteacherslacktraining"left-behindchildren"agoodhabitofstudyconsciousness,littlelearninghabitsoftheirknowledgeofthe"left-behindchildren;"theguardianalsobecauseofdomesticreasonsandtheireducationlevelislimited,alsodoesnothavesufficientcapacityandenergytoguidethemtodistinguishbetweengoodandbadlearninghabits.Thesefactorsalsoleadtotheformationofthejuniormiddleschool"left-behindchildren"badstudyhabits.初中“留守儿童”在缺乏父母有效监督的情况下，还易受一些不良书刊、影视文化及网络游戏的毒害，且“留守儿童”一旦陷入就很难自拔，耗费他们大量的学习时间和精力，使其没有充足的学习和休息时间，久之，他们的学习习惯也会受到严重地影响，如上课精力不集中，不能按时完成作业等等。Thejuniormiddleschool"left-behindchildren"intheabsenceofparentstheeffectivesupervision,butalsovulnerabletosomebadbooks,televisioncultureandnetworkgameispoisoned,andthe"left-behindchildren"onceinaverydifficulttoextricatethemselves,hascostthemalotoftimeandenergytolearning,notenoughtime,learningandrestforalongtime,theystudyhabitscanbeseverelyaffected,iftheclassdoesnotfocus,cannotfinishtheworkontime.有些家庭，“留守儿童”放学后，需要协助家人从事一定量的家务劳动后才有时间去学习。这些儿童由于学习时间得不到充分的保证，也极大地影响到他们良好学习习惯的形成。Somefamilies,"left-behindchildren"afterschool,tohelpthefamilyengagedinacertainamountofhouseworkandhavetimetolearn.Thesechildrenbecausethelearningtimecannotbefullyguaranteed,butalsogreatlyaffecttheformationoftheirgoodstudyhabits.三、对改善初中“留守儿童”学习习惯的建议Three,toimprovethejuniormiddleschool"left-behindchildren"learninghabitsuggestions1．学校要肩负起改善“留守儿童”学习习惯现状的主要责任Themainresponsibilityof1schoolstoshouldertoimprovethe"left-behindchildren"learninghabitsof在家庭功能不健全的情况下，学校成为“留守儿童”社会化过程中的一个重要场所，如果学校能给予“留守儿童”更多的关爱，帮助他们养成良好学习习惯，以提高他们的学习效率和学习成绩，将会在很大程度上弥补他们家庭教育上的缺陷。因此，教师要有意识地培养“留守儿童”养成良好学习习惯，引导他们形成良好行为模式的主动性，而不是任由“留守儿童”通过尝试的方式形成自己的学习行为模式。要应让“留守儿童”明白什么是好的习惯，应该保持；什么是不好的习惯，应该消除。Inthefamilyfunctionisnotperfect,theschoolhasbecome"animportantplaceforleft-behindchildren"inthesocializationprocess,iftheschoolcangive"left-behindchildren"morecare,helpthemdevelopgoodstudyhabits,toimprovetheirlearningefficiencyandlearningachievement,willmakeupthedefectoftheirfamilyeducationonthegreatextent.Therefore,teachersshouldconsciouslycultivatethe"left-behindchildren"todevelopgoodstudyhabits,initiativetoguidethemtoformthegoodbehaviormode,ratherthanallowing"left-behindchildren"formationmodeloftheirownlearningthroughtrialway.Weshouldletthe"left-behindchildren"tounderstandwhatisagoodhabit,shouldkeep;whatisnotagoodhabit,weshouldeliminate.学校教育如成为影响“留守儿童”成长的主渠道，这还要求学校教育不仅要完成校内对“留守儿童”的教育，而且要求学校教育应有意识地向“留守儿童”的校外生活延伸，以弥补“留守儿童”家庭教育上的缺失。因此，作为学校教育工作者，不仅要建立详细的“留守儿童”档案，还要彻底调查“留守儿童”在校外的学习情况，定期主动与“留守儿童”的监护人联系，及时了解“留守儿童”的一些不良学习习惯，发现问题，及时解决。Schooleducationasamainchannelof"left-behindchildren"growth,italsorequirestheschooleducationnotonlytocompletetheschoolof"left-behindchildren"education,andschooleducationshouldextendtothe"left-behindchildren"schoollife",tomakeupforthelackofleft-behindchildren"familyeducation.Therefore,aseducators,notonlytoestablishtheleft-behindchildren"archives",butalsowithathoroughinvestigation"left-behindchildren"inlearningoutside,activelyandregularlyand"left-behindchildren"Guardian"contact,timelyunderstandingofsomeofthebadschoolleft-behindchildren"habits,discoveraproblem,solve.2．家庭应承担起培养“留守儿童”良好学习习惯的必要责任2ofthefamilyshouldbenecessaryresponsibilityofcultivating"left-behindchildren"agoodlearninghabit.首先，监护人不要让“留守儿童”干过多的家务活儿，保证他们有充足的时间来学习，尽量为他们创造一个安静、宽松的学习环境；应指导“留守儿童”多读一些健康有益的书刊，观看积极向上的影视文艺节目，用大量健康的、进步的、充满生机和活力的信息去占领他们的思维空间；Firstofall,theguardiandon'tlet"left-behindchildren"domorehousework,toensurethattheyhaveenoughtimetostudy,trytocreateaquiet,relaxedlearningenvironmentforthem;shouldguide"left-behindchildren"readmorebooksandwatchthehealth,positiveupwardculturalprogrammes,withplentyofhealththe,progress,fullofvigorandvitalityoftheinformationtocapturetheirthinkingspace;其次，监护人不能只关心“留守儿童”学习习惯中的某一项习惯的培养，而是要注重他们整体学习习惯的养成，这样才会使他们取得良好的学习效果；再次，监护人还要选择周围学习习惯不良的反面典型，从其产生的原因、造成的危害和后果等方面，进行具体分析，深刻剖析，教育孩子提高识别和改正不良习惯的能力；Secondly,theguardiancannotonlycareaboutthe"left-behindchildren"learningahabittohabit,butshouldpayattentiontodeveloptheiroveralllearninghabits,thiswillenablethemtoachievegoodlearningresults;thirdly,theguardianalsochoosearoundbadlearninghabitsofnegativeexamples,fromtheaspectsofthereasons,harmandtheconsequencesofsuch,carriesontheprofoundanalysis,concreteanalysisofchildeducation,improveabilitytoidentifyandcorrectbadhabits;最后，对于自己无法解决的问题，监护人应主动与学校联系，借助学校的力量来共同完成对“留守儿童”的教育。Finally,unabletosolvetheirownproblems,theguardianshouldtaketheinitiativetocontactwiththeschool,theschoolstrengthtocompletethe"left-behindchildren"seducation.3．政府各部门要为解决“留守儿童”学习习惯不良的问题创造必要条件3governmentdepartmentsshouldcreatethenecessaryconditionstosolvethe"badproblemofleft-behindchildren"learning政府要大力发展地方经济。解决初中“留守儿童”学习习惯不良的问题，最直接的途径就是大力发展地方经济，增加本地就业岗位，让外出务工人员重回家乡就业，结束“留守儿童”的“留守”状态。Thegovernmentshouldvigorouslydevelopthelocaleconomy.Tosolvethejuniormiddleschool"left-behindchildren"badlearninghabitsoftheproblem,themostdirectwayistodeveloplocaleconomy,increaselocalemploymentopportunities,makemigrantworkersreturnhomeemployment,theendofthe"left-behindchildren""left-behind"state.政府相关部门还要下大力度整治学校周边文化环境，铲除影响青少年健康成长、滋生社会负面影响的土壤，整顿规范文化市场，坚决查禁社会丑恶现象，清除文化垃圾，净化社会风气，为“留守儿童”良好学习习惯的培养扫清障碍。Therelevantgovernmentdepartmentsandtheculturalenvironmentaroundthebigeffortsremediationschools,eliminatetheinfluenceofhealthygrowthofteenager,breednegativesocialeffectsofsoil,rectifyingandstandardizingtheculturalmarket,resolutelybannedsocialevils,clearthetrash,purify