| 陈泽婧，王世忠，邓琴 ，唐辉一.民族地区城市流动儿童入学准备水平测评与干预——以贵州省为例[J].陕西学前师范学院学报,2022,38(1):101-105 |
| 民族地区城市流动儿童入学准备水平测评与干预——以贵州省为例 |
| Research on the School Readiness Level Evaluation and Intervention of UrbanMigrant Children in Ethnic Minority Areas—Take Guizhou Province as an example |
| 投稿时间：2021-09-16 修订日期：2021-10-25 |
| DOI：10. 11995/j. issn. 2095-770X. 2022. 01. 014 |
| 中文关键词: 民族地区 城市流动儿童 入学准备水平 |
| 英文关键词: ethnic areas urban migrant children school readiness level |
| 基金项目:国家社会科学基金重点项目（18AMZ014） |
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| 中文摘要: |
| 在新型城镇化背景下，民族地区城市流动儿童入学准备具有其特殊性，相关问题亟待研究和解决。通过随机和分层抽样
法，在贵州省黔东南苗族侗族自治州、黔南布依族苗族自治州和黔西南布依族苗族自治州等三个少数民族自治州选取100 名
学龄前流动儿童及21 名学龄前非流动儿童作为被试，进而运用儿童入学准备综合测评工具对被试进行逐一测评。研究结果
表明：非流动组和流动组儿童入学准备水平总分（M 非流动组=40.95±6.88，M 流动组=31.17±8.96），即非流动组入学准备水平
总分高于流动组儿童。在入学准备的5 个方面测试上，流动组在动作技能维度总分略高于非流动组，且不存在显著性差异；而
在学习方式、认知与一般认知、情绪与社会性、言语能力等4 个维度，流动组均低于非流动组且存在显著性差异或边缘显著。
针对民族地区城市流动儿童入学准备中存在的问题，需加强社会各界的关注与扶持，充分利用家庭资源，坚持普及学前教育，
持续推进普惠性幼儿园建设进程，完善学前教育入学准备评估体系。 |
| 英文摘要: |
| In the context of new urbanization, it is in urgent need to study and solve the related problems due to the particularity of the
school readiness of urban migrant children in ethnic minority areas. By adopting the random and stratified sampling method, it selects
100 preschool migrant children and 21 preschool non-migrant children as subjects in three minority autonomous prefectures of Qian⁃
dongnan Miao and Dong Autonomous Prefecture, Qiannan Buyei and Miao Autonomous Prefecture as well as Qianxinan Buyei and
Miao Autonomous Prefecture of Guizhou Province. Then, it makes the evaluation on the subjects one by one through the use of the com⁃
prehensive evaluation tool of children’s school readiness. According to the research results, it indicates that the total score of school
readiness of children in non-migrant group and migrant group are（M non-migrant group=40.95±6.88, M migrant group=31.17± 8.96）,
that is, the total score of school readiness of children in non-migrant group is higher than that of children in migrant group. In addition,
the total score of motor skills in the migrant group was slightly higher than that in the non-migrant group in the five aspects of school
readiness, which also did not exist significant difference. While in the four dimensions such as learning style, cognition and general cog⁃
nition, emotion and sociality, and speech ability, the migrant group was lower than the non-migrant group, and it existed significant dif⁃
ferences or marginal differences. Based on the above research, it is necessary to strengthen the attention and support of all sectors of so⁃
ciety, make full use of family resources, adhere to the popularization of preschool education, continue to promote the construction pro⁃
cess of universally beneficial kindergartens, and perfect the school readiness evaluation system of preschool education in view of the
problems existing in the school readiness of urban migrant children in ethnic minority areas. |
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