| 钟淑娴，于冬青，王晓冉.幼儿高科学问题解决能力的家庭科学资本要素组态构型分析[J].陕西学前师范学院学报,2023,39(11):29-40 |
| 幼儿高科学问题解决能力的家庭科学资本要素组态构型分析 |
| The Mechanism of Family Science Capital Configuration on Preschoolers’ Science-relevant Problem Solving Skills |
| 投稿时间：2023-08-02 修订日期：2023-08-22 |
| DOI：10. 11995/j. issn. 2095-770X. 2023. 11. 004 |
| 中文关键词: 家庭科学资本 问题解决能力 组态 模糊集定性比较分析法 |
| 英文关键词: family science capital problem solving skills configuration fsQCA |
| 基金项目:国家社会科学基金一般项目（22BSH060） |
|
| 摘要点击次数: 410 |
| 全文下载次数: 671 |
| 中文摘要: |
| 提升幼儿科学问题解决能力对于幼儿科学学习与发展具有重要价值。为充分发挥家庭提升幼儿科学问题解决能力的功效，本研究基于科学资本概念尝试构建家庭科学资本框架，选取J省297对中班和大班幼儿及其父母为研究对象，采用模糊集定性比较分析方法探析家庭科学资本各变量对幼儿科学解决问题能力的内部作用机理。结果发现：家庭科学资本触发高科学问题解决能力的组合路径有7条，可分为4种条件组合构型：科学活动主导驱动型；科学期望-活动协同型；科学期望主导驱动型；科学职业-期望-效能感协同型。研究建议：家长应对幼儿科学能力抱有积极期望，努力为幼儿提供丰富多样的科学活动和资源，发挥自身科学职业优势支持幼儿科学学习；幼儿园应了解幼儿家庭占有科学资本的情况进而提供针对性的指导，并与家庭、科学场馆协同促进幼儿科学学习与发展。 |
| 英文摘要: |
| Enhancing preschoolers’science-relevant problem solving skills is of great value to their science learning and development. In order to explore and fully exploit the influence of family on preschoolers’ science-relevant problem solving skills， this study constructs family science capital based on the conceptualization framework of science capital. 297 children from middle and senior class as well as their parents in J province were selected as participants， and the internal mechanism of each variable of family science capital on preschoolers’ science-relevant problem solving skills was investigated by using the fuzzy qualitative comparative analysis （fsQCA） method. The results have revealed that seven pathways of family science capital trigger high science-relevant problem solving skills， which can be summarized into four conditional combination configurations： science activity-driven configuration; science expectation-activity synergistic configuration; science expectation-driven configuration; and science career-expectation-efficacy synergistic configuration. Finally， this study suggests that parents should have positive expectations for preschoolers’ science competence， strive to provide preschoolers with rich and diverse science related activities and resources， and give full play to their own science-related career advantages to support preschoolers’ science learning. It also suggests that kindergartens should know the situation of preschoolers’ families occupying science capital and provides targeted guidance， so as to cooperate with families and science venues to promote preschoolers’ science learning and development. |
|
查看全文
查看/发表评论 下载PDF阅读器 |
| 关闭 |
