| 教师角色认同与农村留守儿童心理健康影响研究——以湘西自治州为例 |
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| 引用本文： | 孙明英.教师角色认同与农村留守儿童心理健康影响研究——以湘西自治州为例[J].当代教育论坛,2012(4):38-42. |
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| 作者姓名： | 孙明英 |
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| 作者单位： | 吉首大学高教所 吉首416000 |
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| 摘 要： | 留守儿童家庭教育与社会教育的缺失,更加凸显了学校教育问题。边远山区由于社会文化劣势,留守儿童生存状况呈现出特殊状态。调查显示,教师与留守儿童之间缺乏认同感与亲密感。教师角色认同有助于儿童与教师之间的交流沟通,情感体验,从而引导儿童良好个性的培育和健康心理的发展。
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| 关 键 词： | 留守儿童 教师角色认同 心理健康 |
Research on the Relationship between Teacher Identity and Rural Left-behind Children Mental Health: as Autonomous Prefecture of West Hunan for Example |
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| Sun Mingying.Research on the Relationship between Teacher Identity and Rural Left-behind Children Mental Health: as Autonomous Prefecture of West Hunan for Example[J].Forum on Contemporary Education,2012(4):38-42. |
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| Authors: | Sun Mingying |
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| Institution: | Sun Mingying,Jishou university(Jishou 416000) |
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| Abstract: | The left-behind children are absent from the family and social education,which highlight the problem of school education.Because of the weakness in social culture,the left-children’s well-being shows the special form in remote mountainous areas.The investigation shows that it is short of identity and intimation between teachers and children.Teacher’ identity is attributed to the connection and feeling experience between children and teachers,so as to guide to culture children’s good character and healthy mental development. |
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| Keywords: | left-behind children teacher identity mental health |
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