中国电化教育

虽然高质量普及义务教育是世界各国教育发展的愿景,但儿童辍学问题却一直是全球历时性与共时性并存的教育发展难题。辍学对于儿童个体有持续的生态性影响,并会产生难以估量的社会溢出效应,因此,世界各国都将儿童辍学的防治列为推进教育质量和公平改革的重要议题。该研究通过文献梳理及实践剖析发现,辍学既包括“辍而未能返校”的永久性辍学、“虽辍却能返校”的阶段性辍学等事实问题,也包括“面临辍学危机”的边缘性辍学等隐性现象,辍学的影响因素可被归纳为自然、社会、社区、学校、家庭和儿童个体等六种类型,且儿童辍学问题行为的发生有着较为普遍的实践规律和表征,存在显著的群体差异、城乡差异、性别差异、年段差异及惯习差异。基于此,在乡村振兴背景下的控辍保学新阶段,为有效防范反复辍学、新增辍学与隐性辍学的发生,我国的控辍保学应重树观念、重识主体、重返实践、重构生态,着力构建以“儿童为中心”的多元主体“善意生态圈”,形成更具群体适用性的控辍保学实践策略,以期持续提升儿童辍学防治的长期成效,有力推动城乡义务教育的更公平普及和高质量发展。

While universal and high-quality compulsory education is a vision of educational development in countries around the world, the problem of child dropout has always a difficult problem of educational development with a long history and coexistence in the world. Child dropout has a lasting ecological impact on children and produces immeasurable social spillover effects., all countries in the world have listed the prevention and control of child dropout as an important issue to promote the reform of the quality and equity of education. Based on literature review and analysis, this study finds that dropout includes not only the factual problems such as “dropout and failure to return to school” and “dropout but can return to school”, also the implicit phenomena such as “facing the crisis of dropout”. The influencing factors of dropout can be summarized into six types, namely, nature, society, community, school family and individual children. Moreover, the occurrence of the behavior of child dropout has relatively universal practice regularity and representation, and there are significant group differences, urban-rural differences, differences, age differences and habit differences. Based on this, in the new stage of controlling dropout and ensuring schooling under the background of rural revitalization, in order to effectively prevent the of repeated dropout, new dropout and implicit dropout, the control of dropout and ensuring schooling in China should reshape the concept, re-identify the main body, return to practice reconstruct the ecology, and strive to build a multisubject “good ecology circle” with “children as the center”, so as to form a more group-oriented control strategy dropout and ensuring schooling practice, in order to continuously improve the long-term effectiveness of the prevention and control of child dropout and effectively promote the more fair and high-quality popular and development of urban and rural compulsory education.