课程政策与教学实践对幼儿中文识字能力发展的影响——来自北京、香港和新加坡三地的研究

Curricular and Instructional Influences on Early Literacy Attainment:Evidence from Beijing,Hong Kong and Singapore

本研究追踪比较北京﹑香港和新加坡三地课程政策与教学实践对幼儿中文识字能力发展的影响。研究对象是三地198名儿童及其教师。研究者采用《学前及初小中文识字量表》对两组被试儿童(2岁﹑3岁组)进行了测试﹐一年后再复测。被试教师则填写《学校识字环境指数》问卷。研究者还到被调查的幼儿园进行现场课室观察。研究结果发现:(1)三地的学前中文识字课程政策及具体教学实践都有显着差异。(2)到4岁时﹐香港和新加坡幼儿在中文识字方面表现显著优于北京幼儿。(3)除年龄因素以外,不同的课程政策、教师年资及课堂教学经验等因素是预测幼儿一年后中文识字能力发展的最好指标。

This study considered curricular and instructional influences on early Chinese literacy attainment in Beijing,Hong Kong and Singapore.Participants were 198 preschool children,their teachers and parents.Two groups of Children(2 and 3 years old)were administered the Preschool and Primary Chinese Literacy Scale and readministered one year later;teachers reported on their beliefs and practices related to literacy education;and classroom observations were conducted to determine the extent to which directives issued by the three governments were implemented.Results indicated that by the age of 4,preschoolers in Hong Kong and Singapore had significantly better Chinese literacy attainment than those in Beijing.There were marked differences across the societies on curriculum guidelines and approaches to literacy teaching.Although age was the best predictor of attainment,location,teacher's qualification and classroom experience also significantly contributed to the prediction of literacy attainment.