摘要
混读班是将学前儿童混合在小学一年级学生中，对其进行“学前教育”的一种班级组织形式。研究者通过对西部某省一国家级贫困县的调查发现，混读班儿童在入学认知准备方面落后于具有其他学前教育经历的儿童。混读班的课程安排、师幼互动、管理等都会影响到儿童的入学认知准备。面对混读班这一客观存在，上级主管部门应加强管理，混读班任课教师也要提升专业能力，尽最大可能为儿童的认知发展创造条件。
In some underdeveloped areas, Grade 1 in primary school takes preschoolers. Investigations in one of the poorest county in western China showed that preschoolers in Grade l were behind peers with preschool education experience in cognitive school readiness. And the curriculum arrangement, teacher-children interactivity and management influence these children＇s cognitive school readiness. In view of this reality, the authority concerned should enhance the management and teachers of such classes should promote their professional competence to creative the best conditions for the children＇s cognitive development.
出处
《幼儿教育（教育科学）》
2009年第3期17-20,共4页
Early Childhood Education(Educational Sciences)
基金
香港政府研究基金项目“中国和印度早期儿童发展与教育的比较研究”的研究成果之一,项目编号:Ref.No.10205414.13454.10000.324.01
关键词
混读班
入学认知准备
儿童发展
影响因素
农村贫困地区
grade 1 class with preschoolers
cognitive school readiness
children＇s development
influential factors
poor rural areas
