| 王典，刘新学，李克建.幼儿园教育质量要素组态对儿童语言发展的影响——基于模糊集定性比较分析方法[J].陕西学前师范学院学报,2024,40(2):1-11 |
| 幼儿园教育质量要素组态对儿童语言发展的影响——基于模糊集定性比较分析方法 |
| The Influence of Kindergarten Education Quality Factor Configuration onChildren’s Language Development：Based on Fuzzy Set QualitativeComparative Analysis Method |
| 投稿时间：2023-11-22 |
| DOI：10. 11995/j. issn. 2095-770X. 2024. 02. 001 |
| 中文关键词: 教育质量 语言发展 组态 模糊集定性比较分析 |
| 英文关键词: education quality language development configuration fsQCA |
| 基金项目:浙江省哲学社会科学规划年度课题（22NDJC060YB）；江苏高校哲学社会科学研究重大项目（2020SJZDA116） |
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| 中文摘要: |
| 基于复杂性理论和系统论，采用模糊集定性比较分析法，探索幼儿园教育质量要素组态影响儿童语言发展的复杂因果机制。结果发现：单个幼儿园教育质量要素均无法构成影响儿童语言发展的必要条件，只有其以相互链接的组态形式才能驱动或阻碍儿童语言的发展。进一步分析表明，驱动儿童语言发展的组态有 2 类，分别是管理引领下师资驱动型和家园社区协同下课程驱动型；阻碍儿童语言发展的组态也有 2 种，分别是管理不善下家园社区脱钩抑制型和师资队伍薄弱抑制型。对比可知，驱动和阻碍儿童语言发展的前因之间具有非对称性。幼儿园管理者应转变“单因素决定论”和“因果对称性”观念，坚持“多因素决定论”思想，并基于幼儿园资源禀赋，通过构建家园社区协同机制，引导家庭、社区深度参与课程建设，或者努力提升管理水平，强化师资队伍保障，以此促成在园儿童语言的发展。 |
| 英文摘要: |
| Based on complexity theory and systems theory，and using fuzzy-set qualitative comparative analysis，this study explores the complex causal mechanisms influencing children’s language development through the configuration of kindergarten education quality elements. The results reveal that no single kindergarten education quality element constitutes a necessary condition for impacting chil⁃ dren’s language development. It is only through their interlinked configurational form that they can either drive or hinder the develop⁃ ment of children’s language. Further analysis identifies two types of configurations that drive children’s language development: one led by management with teacher-driven factors，and the other by curriculum-driven factors under home-community coordination. Con⁃ versely，there are also two types of configurations that inhibit children’s language development: one characterized by poor manage-ment and disengagement from home-community，and the other by a weak teacher workforce. A comparison reveals the asymmetry be⁃ tween the antecedents that drive and hinder children’s language development. Therefore，kindergarten administrators should shift from a“single-factor determinism”and“cause-effect symmetry”mindset to a“multifactorial determinism”approach. Based on the kinder⁃ garten’s resource endowment，administrators should construct mechanisms for home-community coordination，encourage deep involvement of families and communities in curriculum development，or strive to improve management and strengthen teacher workforce sup⁃ port，thereby fostering the development of children’s language in kindergarten. |
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