| 刘永丽,张英琴.城市与农村3-6岁幼儿学习品质的比较分析——以大同市为例[J].陕西学前师范学院学报,2019,35(11):87-93 |
| 城市与农村3-6岁幼儿学习品质的比较分析——以大同市为例 |
| A Contrastive Study on Children’s Approach toward Learning between Urban and Rural 3-6-year-old Children—A Case Study in Datong |
| 投稿时间：2019-03-16 修订日期：2019-09-05 |
| DOI：10.11995/j.issn.2095-770X.2019.11.016 |
| 中文关键词: 学习品质 3-6岁幼儿 城市 农村 |
| 英文关键词: approach toward learning 3-6-year-old children urban children children in rural area |
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| 摘要点击次数: 1280 |
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| 中文摘要: |
| 以《3-6岁儿童学习品质观察量表》为研究工具，将大同市城区及灵丘县H村设为抽样地区，进行非参与式观察,将被试样本分为两人一组进行雪花片自主建构游戏，用摄像机记录儿童雪花片自主建构游戏过程及搭建作品，依据《3-6岁儿童学习品质观察量表》对研究样本评分后进行量化分析，探讨大同市3-6岁幼儿学习品质的城乡差异及其3-6岁幼儿学习品质的影响因素并提出建议。研究发现：在不同年龄班，城区各班幼儿在好奇心与兴趣、想象力与创造力维度的表现优于农村幼儿；在独立性方面却低于农村幼儿。在不同区域，城区不同年龄班的幼儿在学习品质各维度没有显著差异。农村幼儿在坚持与专注性、想象力与创造力的学习品质表现出显著差异，得分随年龄班的上升而上升。针对这种情况，今后应从教养方式、社会实践及提供操作材料方面入手，提高城区幼儿的独立性，加强农村幼儿的想象力与创造力。 |
| 英文摘要: |
| In this study, the researcher uses the observing and evaluating scale of 3-6-year-old children’s approach towards learning as tool, and extracts samples from Datong City and H Village in Lingqiu County. In each area, The sample is divided into two groups for snowflake self-construction game, using video camera to record the process of children’s snowflake self-construction game. According to the 3-6-year-old children’s learning quality observation scale, the sample scores were quantitatively analyzed, and the differences between urban and rural areas of 3-6 year old children’s learning quality were discussed. On this basis, the researcher analyzed the influencing factors of 3-6 year old children’s learning quality and put forward suggestions. The results show that in different years, the curiosity and interest, imagination and creativity of urban children are better than those of children in rural area, but their independence is lower than that of children in rural area. In different regions, there is no significant difference in the dimensions of learning quality among children of different classes in urban areas. Rural children showed significant differences in the learning quality of persistence and concentration, imagination and creativity, and their scores improved with the increase of the head teacher. Given this situation, we should improve the independence of urban children and strengthen the imagination and creativity of rural children from the aspects of education, social practice and various operational materials. |
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