| 李静静，丁洁.家庭环境对幼儿学习品质的影响——同伴交往的中介作用[J].陕西学前师范学院学报,2024,40(6):11-21 |
| 家庭环境对幼儿学习品质的影响——同伴交往的中介作用 |
| The Influence of Family Environment on Children’s Learning Quality—The Mediating Role of Peer Communication |
| |
| DOI：10. 11995/j. issn. 2095-770X. 2024. 06. 002 |
| 中文关键词: 家庭环境 同伴交往 学习品质 经济地位 幼儿 |
| 英文关键词: family environment peer interaction learning quality economic status children |
| 基金项目:塔里木大学校长基金哲学社会科学类胡杨英才项目（TDSKSS202309）；塔里木大学校级一流本科专业建设项目（YLZYXJ202203） |
|
| 摘要点击次数: 224 |
| 全文下载次数: 457 |
| 中文摘要: |
| 学习品质作为幼儿入学准备的重要内容，对未来学业成就具有重要预测作用。家庭环境及同伴交往会不同程度的影响幼儿学习品质的养成。本文通过问卷调查，探究家庭环境、同伴交往与幼儿学习品质之间的关系。研究结果表明：不同家庭环境幼儿学习品质与同伴交往能力存在个体差异性；家庭主观环境、同伴交往与幼儿学习品质的发展存在相关性；同伴交往在家庭主观环境与幼儿学习品质发展之间具有显著部分中介作用；家庭社会经济地位在家庭主观环境与幼儿学习发展之间具有显著调节作用。基于此，提出以下建议：拓宽个体“多元发展”渠道；努力构建“影响循环”生态圈；尊重幼儿“社会本质”属性；积极搭建“共建共享”资源库，从而为幼儿未来学习发展奠定坚实基础。 |
| 英文摘要: |
| As an important part of children’s preparation for schooling， learning quality plays an important role in predicting future academic achievement. Family environment and peer communication affect the development of children’s learning quality in different degrees. Through a questionnaire survey of parents of young children in southern Xinjiang， this study explores the relationship between family environment， peer communication and young children’s learning quality. The results show that there are individual differences in children’s learning quality and peer communication ability in different family environments. There is a correlation between the subjective environment of family and peer communication and the development of children’s learning quality. Peer communication has a significant mediating effect between the subjective family environment and the development of children’s learning quality. Family socioeconomic status has a significant regulating effect on the relationship between family subjective environment and children’s learning development. Based on this， to lay a solid foundation for children’s future learning and development， the following suggestions are put forward， including broadening the channels of individual “diversified development”; striving to build an “influence cycle” ecosystem， respecting children’s “social nature” attribute and actively building a “co-construction and sharing” resource library. |
|
查看全文
查看/发表评论 下载PDF阅读器 |
| 关闭 |
