| Boarding schools are closely related to the development of the social economy and the changes of the educationa in our country.Since its establishment in the early 1950 s,boarding schools have made remarkable achievements in the layout structure,hardware conditions for running schools,construction of teaching staff,subsidies and training policies at all levels.Boarding schools play a positive role in promoting the education of leftover children in western areas of China,poor areas and ethnic minority areas,increasing the popularization rate of compulsory education,and promoting the balanced development of education.Boarding school plays an important role in the process of education equity and quality improvement and has become a characteristic school form in rural compulsory education stage.Boarding schools should continue to play an important role in narrowing the gap between family education to the greatest extent,strengthening the educational effect of schools,and solving the problems of unbalanced urban and rural development and inadequate rural development.In order to promote the high quality development of boarding schools,non-cognitive ability has become an important evaluation index.As an effective supplement to the evaluation of education quality and student development,non-cognitive ability puts forward new requirements for the construction of boarding schools.At present,the concept of non-cognitive ability has not been completely clear and definite.Non-cognitive abilities are difficult to be measured by a unified standard because of their concealability and difficulty in observation.However,many scholars still make useful attempts.On the basis of combing the existing researches,this study interprets the connotation and extension of non-cognitive ability from the perspective of element composition.Focus on the ability of students to integrate into a specific living environment,self-efficacy,learning engagement,group integration,prosociality as the specific variables of non-cognitive ability.Based on this index system,3477 middle school students in a city in western China were investigated.Through the analysis of propensity score matching(PSM),interactive regression and grouping regression,five conclusions are drawn.Boarding in school has a significant effect on junior high school students’ learning engagement;Boarding at school has no significant effect on junior middle school students’ self-efficacy;Boarding in school has a significant inhibitory effect on junior high school students’ collective integration;Boarding in school has a significant inhibitory effect on prosociality of junior high school students;The influence of boarding on the development of non-cognitive ability of junior high school students is heterogeneous.Based on the results of the questionnaire survey and the information collected from relevant interview materials,this study suggests that boarding schools reconstruct extracurricular activities based on local real life scenes and choose activities that combine with real life.In this way,junior high school students’ sense of affinity and competence for boarding school life can be improved,and then junior high school students’ sense of self-efficacy can be improved.Creation is the boarding atmosphere of the school for the family,cultivating students’ consciousness of subject and participation,and enhancing the sense of integration of boarding students.Expand diversified psychological counseling channels to promote social development of boarders,especially to break the vicious circle of campus bullying.Innovative management system,establish the connection between family and school,promote family and school to train students together,form a harmonious family education atmosphere and effective interactive parent-child relationship.With the opportunity of information construction and technological innovation,teachers’ professional quality and educational management level should be improved comprehensively. |
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