【作者】 吴晓萍；

【导师】 周兴国；

【作者基本信息】 安徽师范大学 ， 教育学原理， 2011， 硕士

【摘要】 农村留守儿童的自我认同是农村留守儿童根据个人经历通过反思并且寻找到自己存在的意义框架、身份规定以及存在的意义感,形成自我的一致性、稳定性和连续性,是留守儿童对“我是谁”的回答和体验。留守儿童自我认同和其健康成长是相互影响、相互制约的。自我认同是留守儿童健康成长的条件。农村留守儿童自我认同状况可以通过不同主体的叙述式描述而得以呈现。不同主体的观察视角和叙述,在一定的程度上触及到农村留守儿童的生活处境的不同方面。不同主体对农村留守儿童的叙述式描述使我们对农村留守儿童自我认同发展状况和留守儿童的自我认同问题有一个完整的认识与理解。由于父母关爱的偏移、学校关爱的背离和社会关爱的缺失,一些留守儿童自我的一致性、稳定性、连续性遭到破坏,自我认同出现问题。立足于解决农村留守儿童的自我认同问题,教师、学校和社会需要进行三个方面的实践努力:一是教师担当起替代父母的角色关爱留守儿童,引导留守儿童提升积极的自我观念;二是学校通过建立留守儿童档案、开展丰富多彩的课外活动、办好家长学校和开展留守儿童的自我教育等方式,引导留守儿童提升积极的自我观念,解决留守儿童自我认同问题;三是建立、健全留守儿童的社会关爱机制,建立留守儿童爱心俱乐部,形成有利于留守儿童健康成长的社会环境。更多还原

【Abstract】 The rural left-behind children’s self identification refers to the rural left-behind children form self consistency and stability and continuity through reflection and seeking to the meaning of existence framework, identity provisions, and the meaning of existence feeling, based on their personal experiences, and it is the left-behind children’s answer and feeling to“who am I?”. Left-behind children’s self- identification and their healthy growth are interactive and inter-constraint. Self-identification is one of the conditions of left-behind children to grow up healthily. The rural left-behind children’s self-identification status can be presented by some declarative descriptions. The observations and descriptions of different parts touch the real life of rural left-behind children in some extent from different aspects. These descriptions make us have a full image of rural left-behind children’s self-identification development status and such issues. Because deviations of parents’love, schools’care and social care, a number of unattended children lack of consistency, stability and continuity, and their self-identification problems appear. To solve the rural left-behind children’s self-identification problems, we need make practical efforts from three aspects: firstly, the teachers should take the role as alternative of their parents to take care of the left-behind children and pay enough attention to their emotional world; secondly, the schools should establish left-behind children’s personal archives, conduct abundant extra-curricular activities, properly run parent schools and implement self-education, to solve the left-behind children’s self-identification problem; thirdly, the society should establish and perfect the caring mechanism to left-behind children, and establish caring clubs to them, so that to form helpful social environment in favor of the healthy growth of left-behind children.更多还原