城市地区4.5-5.5岁儿童入学准备水平现状调查——以黑龙江省H市为例
|
摘要
本研究基于英国剑桥大学入学准备之《早期技能与支持指标评估简表》(BESSI),对黑龙江省H市A、B、C、D四所幼儿园的4个大班,共计101名4.5-5.5岁儿童进行入学准备水平评估。结果发现:城市地区大班4.5-5.5岁儿童入学准备具有片面性、不均衡性以及性别差异性,具体表现为:在语言和认知发展领域准备最为充分,不存在明显问题;在行为适应及日常生活技能方面,部分学前儿童入学准备不足;在家庭支持方面指导缺位或指导不当;入学准备水平在性别上存在显著差异,且男童入学准备水平低于女童。基于此,在学前儿童的入学准备工作中,不同利益相关者尽量关注儿童的性别差异;关注入学准备的重要性;构建科学化的认知准备内容;强调家庭支持在入学准备中的关键作用;提供综合化的入学准备专项服务,以提升学前儿童的入学准备水平。
In this study,4 representative sample kindergartens were selected for assessing 101 children by using The Brief Early Skills and Support Index(BESSI)after the statistical examination and revision.The results show that children's school readiness level is one-sided,unbalanced and gender-sensitive in urban area:firstly,children are well prepared in their language and cognitive ability; secondly,some of the children are not ready in behavioral adjustment and daily living abilities; thirdly,some of the parents cannot provide correct and positive family support; lastly,gender differences are distinctive in children's school readiness,and girls perform well in general.To solve these problems,all the related parties should firstly pay attention to gender differences,develop awareness of the importance of school readiness,build scientific contents for cognition preparation,emphasize on the key role of family support and offer special and comprehensive service to improve children's school readiness.
In this study,4 representative sample kindergartens were selected for assessing 101 children by using The Brief Early Skills and Support Index(BESSI)after the statistical examination and revision.The results show that children's school readiness level is one-sided,unbalanced and gender-sensitive in urban area:firstly,children are well prepared in their language and cognitive ability; secondly,some of the children are not ready in behavioral adjustment and daily living abilities; thirdly,some of the parents cannot provide correct and positive family support; lastly,gender differences are distinctive in children's school readiness,and girls perform well in general.To solve these problems,all the related parties should firstly pay attention to gender differences,develop awareness of the importance of school readiness,build scientific contents for cognition preparation,emphasize on the key role of family support and offer special and comprehensive service to improve children's school readiness.
引文
[1] Mcclelland M M,Acock A C,Morrison F J.The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school[J].Early Childhood Research Quarterly,2006 ( 21) :471-490.
[2] 刘焱.入学准备在美国:不仅仅是入学准备[J].比较教育研究,2006(11):28-32.
[3] Duncan G J,Dowsett C J,Claessens A,et al.School readiness and later achievement[J].Developmental Psychology,2007 ( 6) :1428 -1446.
[4] 刘杰,孟会敏.关于布郎芬布伦纳发展心理学生态系统理论[J].中国健康心理学杂志,2009,17(02):250-252.
[5] 王菠,王萍.学前儿童入学准备的评估工具研究——基于英国剑桥大学入学准备之早期技能与支持评估简表的分析[J].外国中小学教育,2017(6):26-31.
[6] Hughes C,Daly I,Foley S,et al.Measuring the foundations of school readiness:Introducing a new questionnaire for teachers-The Brief Early Skills and Support Index (BESSI)[J].British Journal of Educational Psychology,2015,85(6):332-356.
[7] 盖笑松,杨世君,孙蕾.中国儿童的入学准备:问题分析与促进途径[J].东北师大学报(哲学社会科学版),2008(6):15-19.
[8] 马妮萝,曹能秀.强势开端Ⅴ:内容、特点及启示[J].陕西学前师范学院学报,2019,35(1):24-28.
[9] 于冬.儿童入学准备的家庭环境:现状分析与优化策略[J].东北师大学报(哲学社会科学版),2009(5):202-205.
[10] 刘昊,刘肖岑,冯晓霞.应用Rasch模型测试和分析儿童入学准备状态[J].心理科学,2013,36(2):484-488.
[11] B·S·布鲁姆.教育评价[M].邱渊,王钢,等,译.上海:华东师范大学出版,1987:177-180.
[12] 王亚鹏,董奇.入学准备性研究及其对早期教育的启示[J].中国教育学刊,2018(2):39-44.
[13] A·T·赫里帕科娃,A·B·查包洛热茨,邓鲁萍.“儿童做好入学准备”包括哪些内容[J].外国教育资料,1982(1):47-50.
[14] Claire Hughes.如何帮儿童做入学准备——简短的早期技能和支持指数(BESSI)[J].当代教育家,2017(2):22-23.
[15] 吴小平.加拿大幼儿“入学准备”项目管窥[J].教育导刊,2016(5):86-89.
[16] 霍力岩.日本“幼小一贯学校”述评[J].外国教育研究,2006(5):41-45.
[17] 陈建超.地方政府购买学前教育服务的创新路径[J].陕西学前师范学院学报,2018,34(8):98-102.
[18] Kinder Start Program Resource Booklet:Division of Early Learning and Child Development[EB/OL].http://www.ed.gov.nl.ca/edu/earlychildhood/kinderstart.html.2018-7-4.
[2] 刘焱.入学准备在美国:不仅仅是入学准备[J].比较教育研究,2006(11):28-32.
[3] Duncan G J,Dowsett C J,Claessens A,et al.School readiness and later achievement[J].Developmental Psychology,2007 ( 6) :1428 -1446.
[4] 刘杰,孟会敏.关于布郎芬布伦纳发展心理学生态系统理论[J].中国健康心理学杂志,2009,17(02):250-252.
[5] 王菠,王萍.学前儿童入学准备的评估工具研究——基于英国剑桥大学入学准备之早期技能与支持评估简表的分析[J].外国中小学教育,2017(6):26-31.
[6] Hughes C,Daly I,Foley S,et al.Measuring the foundations of school readiness:Introducing a new questionnaire for teachers-The Brief Early Skills and Support Index (BESSI)[J].British Journal of Educational Psychology,2015,85(6):332-356.
[7] 盖笑松,杨世君,孙蕾.中国儿童的入学准备:问题分析与促进途径[J].东北师大学报(哲学社会科学版),2008(6):15-19.
[8] 马妮萝,曹能秀.强势开端Ⅴ:内容、特点及启示[J].陕西学前师范学院学报,2019,35(1):24-28.
[9] 于冬.儿童入学准备的家庭环境:现状分析与优化策略[J].东北师大学报(哲学社会科学版),2009(5):202-205.
[10] 刘昊,刘肖岑,冯晓霞.应用Rasch模型测试和分析儿童入学准备状态[J].心理科学,2013,36(2):484-488.
[11] B·S·布鲁姆.教育评价[M].邱渊,王钢,等,译.上海:华东师范大学出版,1987:177-180.
[12] 王亚鹏,董奇.入学准备性研究及其对早期教育的启示[J].中国教育学刊,2018(2):39-44.
[13] A·T·赫里帕科娃,A·B·查包洛热茨,邓鲁萍.“儿童做好入学准备”包括哪些内容[J].外国教育资料,1982(1):47-50.
[14] Claire Hughes.如何帮儿童做入学准备——简短的早期技能和支持指数(BESSI)[J].当代教育家,2017(2):22-23.
[15] 吴小平.加拿大幼儿“入学准备”项目管窥[J].教育导刊,2016(5):86-89.
[16] 霍力岩.日本“幼小一贯学校”述评[J].外国教育研究,2006(5):41-45.
[17] 陈建超.地方政府购买学前教育服务的创新路径[J].陕西学前师范学院学报,2018,34(8):98-102.
[18] Kinder Start Program Resource Booklet:Division of Early Learning and Child Development[EB/OL].http://www.ed.gov.nl.ca/edu/earlychildhood/kinderstart.html.2018-7-4.