摘要
研究采用教师团体评定的方法,发现在入学准备的5个领域中,“学习方式”“情绪和社会性发展”领域存在问题的儿童最多,“身体和运动发展”领域存在问题的儿童较少,“言语发展”和“认知与一般知识”领域存在问题的儿童最少;儿童在“学习方式”领域存在的入学准备问题主要体现在“注意力”“学习主动性”“自省能力”方面;“情绪和社会性发展”领域的入学准备问题主要体现在“与教师交流”和“自控能力”方面;儿童在“注意力”和“自我反省”两方面的入学准备存在性别差异。
Kindergarten teachers have been surveyed to assess their perceptions of children＇ s readiness levels. Results show that （1）Problems of school readiness are mostly in the area of ＂learning approach＂ and ＂social and emotional development＂ ;（2）Problems about ＂learning approach＂ are centre upon ＂attention＂ , ＂learning interest＂ and ＂inflection＂ while there are significant gender difference in ＂attention＂ and ＂inflection＂ ;（3）Problems about ＂social and emotional development＂ are centre upon ＂self-control＂ and ＂interfere with teachers＂.
出处
《学前教育研究》
北大核心
2006年第5期11-14,共4页
Studies in Early Childhood Education
关键词
教师
儿童
入学准备
teacher,child,school readiness
