近年来，随着农村经济水平的不断提升，以及社会对人才的迫切需求，农村家长的教育观念开始转变，对子女的教育问题愈加重视，并加大了对子女的教育投入。随着21世纪初我国农村学校布局调整政策的实行，农村学校在数量上急剧下降，为农村学生上学带来了诸多不便。同时，由于经济因素与历史性问题，农村学校的教育基础远不及城市学校，在师资力量、教育设施建设、教育经费投入等方面与城市学校存在很大差距。一方面，农村家长为了对子女进行更好的生活照料与学习、安全监督，另一方面，出于为子女提供优质教育环境的考虑，于是越来越多的农村家长对子女进行陪读甚至离开农村进城陪读，而进行陪读的家庭成员以母亲为主，因此，农村母亲陪读成为近年来的普遍现象。本研究采取了农村母亲陪读现象较为常见的江苏省L市作为研究地点，主要运用质性研究方法，通过访谈法与观察法进行资料的收集。以科尔曼理性选择理论为支撑，对农村母亲陪读行为进行研究。本研究的主要内容如下：

研究表明：（1）农村母亲陪读行为是一种理性行为，其具有明确的陪读目的，即期望子女能够摆脱农民身份，成为社会之才，并光耀门楣，具体行为表现为在陪读过程中充分利用家庭资源、主动包揽全部家务以及为子女寻求课外辅导。（2）农村母亲陪读行：主要是家长教育观念与价值观念驱使、家庭决策与家庭经济支持以及社会制度与教育情境推动下理性选择结果。家长对教育的重视、“男主外、女主内”的性别分工意识以及家庭利他主义价值观促进了农村母亲陪读行为的产生。其次，家庭合谋决策确定了由母亲进行陪读，同时，家庭须要有一定的经济基础才能够保障陪读的日常生活开销以及全职型陪读母亲无收入来源的现状。此外，农村母亲陪读行为的产生也离不开社会制度以及城乡教育资源配置、农村学校布局调整、社会成才观与用人观以及人才选拔方式等社会教育情境的影响。（3）农村母亲陪读行为会产生积极影响，但同时也会造成一定的消极影响，主要表现为对个人、家庭以及社会的影响。对子女而言，易助长其依赖心理，造成其生活自理能力的缺失，增加其学习压力；对陪读母亲而言，易导致其失去事业动力，对其自身的发展形成阻碍；对陪读家庭而言，会对其家庭关系及家庭经济造成负面影响；对社会而言，易形成从众之风，造成攀比心理，在一定程度上扰乱社会风气。

正由于农村母亲陪读行为具有一定的消极影响，因此农村母亲在进行陪读选择时须要进行充分考虑，不可对陪读进行盲目跟风，于是，对农村母亲陪读的引导策略值得进一步思考。

In recent years, with the continuous improvement of the rural economic level and the urgent need for talents in the society, the education concepts of rural parents have begun to change. They have paid more attention to the education of their children and increased their investment in their education. With the implementation of the policy of adjusting the layout of rural schools in my country in the early 21st century, the number of rural schools has dropped sharply, which has caused many inconveniences for rural students to go to school. At the same time, due to economic factors and historical problems, the educational foundation of rural schools is far less than that of urban schools, and there is a big gap with urban schools in terms of teacher strength, construction of educational facilities, and investment in educational funds. On the one hand, in order to provide better life care and learning and safety supervision for their children, rural parents, on the other hand, for the sake of providing a high-quality educational environment for their children, more and more rural parents are accompanying their children and even leaving the countryside. In the city, accompanied by reading, and the family members who carry out accompanying reading are mainly mothers, therefore, rural mothers accompanying reading has become a common phenomenon in recent years. In this study, L city of Jiangsu Province, where the phenomenon of accompanying reading by rural mothers is used as the research site, mainly uses qualitative research methods and collects data through interviews and observations. Based on Coleman's rational choice theory, the study of accompanying behaviors of rural mothers is studied. The main contents of this study are as follows:

Studies have shown that: (1) Rural mothers’ accompanying reading behavior is a rational behavior, which has a clear purpose of accompanying reading, that is, expecting their children to get rid of the status of peasants, become social talents, and shine in the door. The specific behavior is to make full use of the accompanying reading process Family resources, take the initiative to take over all housework and seek extra-curricular counseling for children. (2) The reasons for the accompanying behavior of rural mothers include: the drive of parents' educational concepts and values, the support of family decision-making and family economy, and the promotion of social systems and educational situations. Parents' emphasis on education, the gender division of labor "outside the male lead, and the inside the female lead" and family altruistic values ??promote the accompanying behavior of rural mothers. Secondly, the family collusion decision determines that the mother will accompany the reading. At the same time, the family needs a certain economic basis to ensure the daily expenses of the accompanying reading and the current situation of full-time accompanying mothers without income sources. In addition, the accompanying behavior of rural mothers can not be separated from the social system and the impact of social education scenarios such as the allocation of urban and rural education resources, the adjustment of rural school layout, the concept of social talent and employment, and the way of talent selection. (3) The accompanying behavior of rural mothers will have a positive impact, but at the same time it will also cause a certain negative impact, mainly manifested as an impact on individuals, families and society. For children, it is easy to encourage their dependence psychology, resulting in the lack of self-care ability in life, increasing their learning pressure; for accompanying mothers, it is easy to cause them to lose their career motivation and hinder their own development; for accompanying families , It will have a negative impact on their family relations and family economy; for the society, it is easy to form a trend of conformity, cause a comparison psychology, and disturb the social atmosphere to a certain extent.

Because rural mothers have a certain negative impact on accompanying reading, rural mothers must fully consider the choice of accompanying reading, and can not blindly follow the accompanying reading. Therefore, the guidance strategy for rural mother accompanying reading is worth further thinking.

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