随着城市化进程加快,流动人口增多,流动儿童数量也不断上升。自“两 为主”政策出台以后,进入公立学校接受教育成为了主要的流动儿童教育方式。 本研究以北京市一所公立学校的三年级流动儿童为研究对象,采用问卷调查、 半结构式访谈和观察的方法,调查了公立学校中流动儿童的学校融合状况及 影响因素。 本研究显示,整体来看,公立学校中流动儿童的学校融合情况较好,流 动儿童主观报告的师生关系显著优于本地儿童,但在学业表现和行为规范方 面与本地儿童存在一定差距,尤其是被单独编班的流动儿童与融合班级中的 学生差距较为明显。学校一视同仁、重视平等的文化在帮助流动儿童融入的过 程中起到了重要作用,但家庭教育的不足、教师的群体划分思维和较为消极的 教学态度在一定程度上阻碍了流动儿童的学校融合。

With the acceleration of urbanization, floating population increases, the number of migrant children is rising. After the "two-dominated" policy, access to public schools has become a major way for mobile child education. This research has investigated three-grade migrant children in a public school in Beijing, using questionnaires, semi-structured interviews and observation methods to investigate the school fusion status and related influencing factors. This research finds that the school integration of migrant children in public schools is good. Migrant children have better relationship with their teachers than local children, but evident gaps can be found in the academic performance and behavioral norms between the migrant children and the local children, especially between those in the separate class and those in fusion classes. The school takes equality seriously, as a result, it plays an important role in helping migrant children integrate into the school environment, but the insufficiency of family education, the thinking of Teachers' group division and the more passive teaching attitude hinder the school integration of migrant children to some extent.