西北农村地区小学生非认知能力干预的实验研究

大量研究证实非认知能力在人力资本积累的过程中发挥着重要作用。儿童阶段非认知能力可塑性极强且具有较高的经济回报。现有研究显示我国小学阶段儿童非认知能力发展存在诸如情绪管理困难、人际关系处理不当和不良行为时有发生等问题，尤其是地处社会经济欠发达的西北农村地区，如果不加以干预，不利于其人力资本的发展。当前，我国对儿童非认知能力的研究主要集中在与非认知能力相关因素的讨论上，鲜有涉及改善小学阶段儿童非认知能力的研究。基于此，本研究拟通过在西北农村地区实施一项针对小学生非认知能力的随机干预实验项目，摸清西北农村小学生非认知能力的现状，揭示干预对农村小学生非认知能力发展的短期和长期影响及其作用机制，以期为我国义务教育阶段西北农村学生非认知能力发展提供可落地的教育政策建议，为促进城乡教育优质均衡发展提供科学的理论参考和决策依据。

Accumulating studies have confirmed that non-cognitive ability play an important role in the process of human capital accumulation. Children have strong plasticity in development of non-cognitive ability, and thus get high economic returns based on it. Existing studies have shown that the development of non-cognitive abilities of elementary students is not optimistic in China, especially in Northwestern rural areas, where the social economy is underdeveloped, and its adverse effects and consequences will persist without intervention. In current, many researchers mainly focus on the related factors of students’ non-cognitive abilities, and there are few studies on improving students’ non-cognitive ability in elementary school. Based on this, this study intends to implement a randomized controlled trials(RCTs) project aimed at the non-cognitive ability of primary school students in the rural areas of Northwestern China, and to find out the short-term and long-term effects of intervention on the students. Furthermore, we analyze the mechanism of intervention on the development of students’ non-cognitive ability in rural areas. By doing so, we can provide executable and easy-to-promote educational policy recommendations for the development of non-cognitive ability of rural students in northwestern China during the compulsory education stage, and provide a scientific theoretical reference and decision-making basis for promoting the balanced development of urban and rural education.