人口结构变动背景下入城初中生多维适应困境及家校社协同干预路径研究

A Study on the Multidimensional Adaptation Challenges Faced by Junior High School Students Moving to Urban Areas amid Demographic Shifts and Pathways for Collaborative Intervention by Families, Schools, and Communities

摘要: 人口结构变动背景下，入城初中生面临城乡教育生态落差带来的多维适应困境。本研究以镇江市丹徒区286名初一入城初中生为调研对象，采用问卷调查法，从学业、生活、人际、心理四个维度展开实证分析。结果表明：仅32.2%的学生能快速适配城区教学节奏，63.6%难以融入城区生活，47.2%存在明显人际交往障碍，61.2%出现城乡双重归属感缺失。基于压力应对理论、生态系统理论、文化资本理论与发展心理学的整合框架，研究发现该群体的适应困境并非个体心理脆弱所致，而是青春期发展局限、家庭抚育功能弱化、学校育人体系短板、社会支持资源不足与城乡生态落差多重因素导致的结果。据此，本研究构建“个体赋能–家庭护航–学校增效–社会协同”四维干预体系：个体层面以认知重构与压力应对训练提升适配能力，家庭层面以情感支持与教养转型重建安全基地，学校层面以分层教学与心理闭环管理补齐育人短板，社会层面以专项帮扶与社区融入构建全域支持网络。希望为破解流动学生适应难题、推进城乡义务教育优质均衡发展提供实证参考与实践路径。

Abstract: Against the backdrop of demographic shifts, junior high school students moving to urban areas face multidimensional adaptation challenges stemming from disparities in the urban-rural educational ecosystems. This study surveyed 286 first-year junior high school students who had moved to urban areas in Dantu District, Zhenjiang City, and employed a questionnaire survey method to conduct an empirical analysis across four dimensions: academics, daily life, interpersonal relationships, and mental health. The results indicate that only 32.2% of students were able to quickly adapt to the pace of urban teaching, 63.6% struggled to integrate into urban life, 47.2% experienced significant interpersonal difficulties, and 61.2% exhibited a lack of belonging in both urban and rural settings. Based on an integrated framework combining stress coping theory, ecosystem theory, cultural capital theory, and developmental psychology, the study found that this group’s adaptation difficulties were not caused by individual psychological vulnerability, but rather resulted from a combination of factors, including developmental limitations during adolescence, weakened family nurturing functions, shortcomings in the school’s educational system, insufficient social support resources, and disparities between urban and rural environments. Accordingly, this study constructs a four-dimensional intervention system comprising “individual empowerment - family support - school enhancement - social collaboration”: at the individual level, cognitive restructuring and stress management training are used to enhance adaptive capacity; at the family level, emotional support and parenting transformation are employed to rebuild a secure base; at the school level, tiered instruction and closed-loop psychological management are utilized to address educational shortcomings; and at the social level, targeted assistance and community integration are leveraged to build a comprehensive support network. It is hoped that this study will provide empirical references and practical pathways for addressing the adaptation challenges faced by migrant students and promoting the high-quality and balanced development of compulsory education in both urban and rural areas.