摘要
从社会结构、社会互动与个体能动性等三个维度出发,分析了人口流动对于儿童认知能力发展的影响及其具体机制。总体而言,城市儿童认知能力最高,流动儿童次之,农村本地儿童和留守儿童认知能力最低,农村本地儿童与留守儿童相比又有微弱优势。原因在于城市教育资源远优于农村,不仅体现在硬件设施与师资力量上,更重要的是先进的教育理念以及良好的家校互动营造了积极的学习氛围。在此环境下,流动人口家庭也会受到熏陶,从而更加重视并参与子女的教育。可见,城市教育体系为流动儿童的教育发展提供了帮助,可视为一种"流动的红利"。
This paper analyzes the impact of population mobility on children’s cognitive ability development and its specific mechanism from three aspects:social structure,social interaction and individual initiative.In general,urban children have the highest cognitive ability,followed by migrant children,rural local children and left-behind children have the lowest cognitive ability,and rural local children have a slight advantage compared with left-behind children.The reason is that urban education resources are far superior to rural areas,not only in hardware facilities and teachers,but more importantly,the positive learning atmosphere created by advanced educational concepts and good interaction between home and school.In this environment,families of migrant people will also be infected and edified,so that they will pay more attention to and participate in the education of their children. By other words,the urban education system has helped the educational development of migrant children. This can be regarded as a "flowing dividend".
作者
朱斌
王元超
ZHU Bin;WANG Yuan-chao(Center on Sociological Theory and Method,Renmin University of China,Beijing 100872,China;School of Sociology and Population Studies,Beijing 100872,China)
出处
《人口与发展》
CSSCI
北大核心
2019年第6期38-51,95,共15页
Population and Development
基金
中国人民大学科学研究基金(中央高校基本科研业务费专项资金资助)项目“当代中国教育分层研究”(17XNF028)成果
关键词
流动儿童
留守儿童
农村本地儿童
教育不平等
Migrant Children
Left-behind Children
Rural Local Children
Educational Inequality
