我国中小学陪读现象研究的回顾与展望

Review and Prospect of the Research on the Phenomenon of Accompanying Reading in Primary and Secondary Schools in China

摘要: 以中国知网数据库中有关我国中小学陪读现象的论文为研究对象，通过对相关文献进行计量分析发现：文章数量波动上升；文献来源集中于高校学者；研究对象以农村陪读家庭及家庭各要素为主。通过梳理中小学陪读现象的研究内容发现：不同学科背景的学者对陪读有不同的操作性定义；社会学、教育学学者比经济学、心理学等学科的学者更加关注陪读现象；实证现状研究成为当前陪读研究的主要研究方法；研究过程涵盖陪读的成因、过程、发展、影响等各个方面。因此，建设符合教育逻辑结构的陪读理论；融合教育背景下多学科视角的研究成果相互借鉴，学者们合作探索加强量化实证研究；提高中小学不同陪读生群体的关注提高操作性以及客观分析消极影响等是未来中小学陪读研究的发展方向。

Abstract: Taking the papers on the phenomenon of accompanying reading in primary and secondary schools in CNKI database as the research object, through the econometric analysis of the relevant literature, it is found that the number of articles fluctuates and increases; the literature sources are concentrated in university scholars; the research objects are mainly rural accompanying families and family elements. By combing the research contents of the phenomenon of accompanying reading in primary and secondary schools, it is found that scholars with different disciplinary backgrounds have different operational definitions of accompanying reading; sociologists and educators pay more attention to the phenomenon of accompanying reading than scholars in economics, psychology and other disciplines; empirical research has become the main research method of accompanying reading research; the research process covers the causes, process, development and influence of accompanying reading. Therefore, we should build a theory of accompanying reading in line with the logical structure of education; the research results from multi-disciplinary perspectives in the context of integrated education can be used for reference, and scholars cooperate to explore and strengthen quantitative empirical research; improving the attention of different groups of accompanying students in primary and secondary schools, improving operability and objectively analyzing the negative effects are the development direction of accompanying students in primary and secondary schools in the future.