摘要
二十多年来,有关"留守儿童"的研究成果丰硕。但"留守儿童"的涵义似是而非,界定不清,逻辑不彰,有必要进行理性的"清思",即何为"留守"、儿童为何"留守"、儿童用什么"留守",藉此追踪"留守儿童"在根本上意味着什么。文章通过文献梳理,采用理论分析的方法,揭示现有的"留守儿童"研究不仅缺乏基本的学术逻辑,而且丧失起码的底线伦理思考,掩盖了现实生活中广大弱势群体非人道的社会生活状态。
In the past more than 20 years,academia has been concerned about"left-behind children".But the definition of"left-behind children"is not clear and neither is the logic.It is necessary to make a rational"thinking",that is,what is the"stay behind",why do the children"stay",and what do the children use to keep the"left behind",so as to trace what the"left-behind children"fundamentally means.Through the literature review and theoretical analysis,the article reveals that the existing"left behind children"research is not only lack of basic academic logic,but also loses the minimum ethical thinking of the bottom line,which covers the inhumane social life of the majority of the disadvantaged groups in real life.
出处
《当代教育论坛》
北大核心
2018年第4期33-38,共6页
forum on contemporary education
基金
湖北省教改课题"基于教师职业核心素养的‘教育+学科’混合培养模式构建"(编号:2016344)的阶段性成果
关键词
留守
儿童
研究
父母
学术
left-behind
children
research
parents
learning
