本研究采用质性研究方法,对“两为主”原则下北京城市公立学校中流动儿童的社会认同状况进行研究。研究发现在制度区隔以及以此而展开的学校生活中,流动儿童并没有被真正整合到公立学校体系之中,其社会认同在“本地人”与“外地人”之间游移。在与北京本地儿童的社会比较中,流动儿童面临不同程度的社会认同威胁,这直接影响着流动儿童群际交往及其社会融入。 This study uses qualitative research methods to study the status of social identification of migrant children in Beijing municipal public schools under the principle of “two main principles.” The study found that migrating children are not truly integrated into the public school system in institutional segregation and the school life that follows. Their social identity is shifting between “locals ” and “locals ” . In comparison with the local children in Beijing, migrant children face different degrees of threat to social identity, which directly affects the intercourse and social integration of migrant children.