乡村振兴战略下农村留守儿童教育问题与对策研究——以沐爱镇为例

Research on Educational Problems and Countermeasures of Rural Left-Behind Children under the Rural Revitalization Strategy—A Case Study of Muai Town

摘要: 在乡村振兴战略纵深推进的背景下，农村留守儿童教育问题已超越个体成长范畴，成为检验乡村治理效能、教育公平成色与可持续发展能力的关键标尺。本文以西南地区典型劳务输出型乡镇——沐爱镇为研究对象，采用“理论–调查–分析–建模–对策”五阶递进的研究逻辑，综合运用文献研究、分层问卷调查(N = 120)、深度访谈(含学生、监护人、教师、社区干部及社工等32人次)与课堂观察等多元方法，系统考察留守儿童在学业表现、心理状态、家庭监护、学校供给、社区支持及政策落地六个维度的真实境遇。研究发现：沐爱镇留守儿童教育困境呈现显著的“结构性叠加”特征——家庭监护功能持续弱化(70%以上为高龄低文化祖辈监护，有效亲子沟通率不足40%)，学校教育供给能力严重受限(师资结构性短缺、心理服务缺位、课后服务同质化)，社区儿童服务体系几近空白，社会力量介入呈现“碎片化”“运动式”倾向，政府跨部门协同治理存在“政策悬置”与“执行断层”。基于布朗芬布伦纳生态系统理论，本文创新性构建“四位一体、五维联动”的乡镇级教育支持体系模型，即以家庭监护强化为基点、学校质量提升为支点、社区空间再造为纽带、社会力量协作为补充、政府统筹治理为保障，提出具有地域适配性、操作可行性和县域可推广性的系统对策：建立“云上家长学校 + 监护能力认证”双轨家庭教育支持机制；推行“县管校聘 + 银龄支教 + 心理教师驻点”师资赋能计划；打造标准化“村级儿童之家”并配备专职儿童督导员；搭建“乡镇级儿童服务枢纽平台”实现政社校村数据互通、资源统配、需求响应闭环。本研究不仅为欠发达乡镇破解留守儿童教育困局提供了具象化路径，亦为乡村振兴语境下基层教育治理体系现代化提供了兼具学理深度与实践温度的“沐爱样本”。

Abstract: With the in-depth advancement of the rural revitalization strategy, the education of rural left-behind children has gone beyond the scope of individual growth, and become a key criterion for evaluating rural governance efficiency, educational equity and sustainable development capacity. Taking Muai Town, a typical labor-exporting town in southwest China, as the research object, this paper adopts a five-stage progressive research logic of “theory-investigation-analysis-modeling-countermeasure”, and comprehensively applies multiple research methods including literature research, stratified questionnaire survey (N = 120), in-depth interview (32 respondents including students, guardians, teachers, community cadres and social workers) and classroom observation. It systematically explores the actual situation of left-behind children from six dimensions: academic performance, mental state, family guardianship, school education supply, community support and policy implementation. The research finds that the educational dilemmas of left-behind children in Muai Town feature obvious structural superposition. Specifically, the family guardianship function is continuously weakened, with more than 70% of left-behind children guarded by elderly grandparents with low educational attainment, and less than 40% of migrant parents maintaining effective parent-child communication. Schools face insufficient educational supply, including structural teacher shortage, lack of psychological counseling services and homogenized after-school services. The community service system for children is nearly incomplete, while social forces participate in child assistance in a fragmented and campaign-oriented way. Besides, cross-departmental collaborative governance of local government suffers from policy suspension and implementation discontinuity. Based on Bronfenbrenner’s Ecological Systems Theory, this paper innovatively constructs a town-level education support system model characterized by “four-in-one integration and five-dimensional linkage”, which takes strengthened family guardianship as the foundation, improved school education quality as the pivot, reconstructed community service space as the bond, social participation as the supplement, and government overall governance as the guarantee. It puts forward targeted, feasible and county-promotable countermeasures: establishing a dual-track family education support mechanism combining online parent schools and guardianship competency assessment; implementing a teacher empowerment plan covering county-level school personnel management, senior teacher volunteer support and resident psychological counselors; building standardized village-level children’s homes equipped with full-time child supervisors; constructing a town-level child service platform to realize data sharing, resource allocation and closed-loop demand response among government, social organizations, schools and villages. This study provides concrete solutions for underdeveloped towns to solve educational difficulties of left-behind children, and delivers the “Muai Model” with theoretical value and practical significance for the modernization of grassroots education governance under the background of rural revitalization.