西部五省区农村小学寄宿生的学业成绩与学校适应性研究

A study on the Academic Achievement and School Adaptability of Rural Elementary School Boarding Students from Five Provinces and Autonomous Regions in Western China

关于寄宿制学校，学界存在着许多争议。西部地区农村寄宿制学校对小学生的影响更令人关注。在考察小学四年级寄宿生与四年级学生总体的学业成绩与学校适应性的差异后，发现小学四年级寄宿生的数学成绩好于四年级学生总体，语文成绩、学校适应性没有显著差异，但寄宿生对学校的喜爱度低于四年级学生总体。通过两水平线性模型发现学校间投入差异对寄宿生发展情况影响较大，学校投入，尤其是学校寄宿条件、教师具有任职资格比例对寄宿学生语文成绩、数学成绩、学校适应性和对学校喜爱程度的影响显著;寄宿生的某些个人因素，如父母是否外出务工、所属民族、师生关系等对其数学成绩、语文成绩、学校适应性和对学校喜爱度有不同程度影响。可见，学校因素、寄宿生家庭状况对学生成绩、学校适应性的影响是不容忽视的，尤其是学校寄宿条件对此有着显著的积极影响。学校的投入对寄宿生发展情况有着重要的影响，因此，为促进学生发展，不仅对留守儿童的发展应给予足够重视，而且加强农村寄宿制学校的建设，保障校舍卫生安全十分必要。

Boarding school has been a very controversial issue in the academic community. The impact of boarding schools upon the primary school students in China s western rural areas， is especially a matter of great concern. The authors first investigated the difference between the boarding students and the overall students at grade four in academic achievement and school adaptability. The results show that math achievement of boarding students is better than the overall level of students at grade four; there are no significant differences between boarding student s and overall students at grade four in Chinese achievement and school adaptability; but school satisfaction of boarding students is lower than the overall level. Secondly， the authors using two-level analysis investigated the relation between school input and the student development. The findings indicate that school inputs， in particular the boarding condition and the proportion of teachers with teaching qualifications， have significant impact on boarding students’ math achievement， Chinese achievement， school adaptability and the extent to which they like the school. Finally， the authors looked into some personal factors and found that factors such as whether the parents leaving home for work， the ethnicity， the teacher-student relationship have different degrees of influence on boarding students’ math achievement， Chinese achievement， school adaptability and the extent to which they like the school. Therefore， the impact o f school factor s and family background o f boarding students on student achievement and school adaptability should not be neglected. Given the fact that school boarding condition and school input have significant impact on the development of boarding students， not only enough attention should be paid to the development of children left at home， but also efforts should be made to improve the construction of rural boarding schools and guarantee the safety and sanitation of the schools.