家长对幼儿中文识字能力发展的影响——北京、香港和新加坡三地比较研究

Parental Influence upon Preschoolers'Literacy Development:A Comparative Study Based on Samples in Beijing,Hong Kong and Singapore

本研究调查了北京、香港和新加坡三地480名学前儿童家长对幼儿早期中文识字教育的看法和做法,并对他们2至6岁的孩子进行了《学前及初小儿童中文识字量表》(PPCLS)的测试。结果发现:(1)三地幼儿的PPCLS总分以及汉字识别能力、音形辨析能力及指字认字能力等三个分量表得分都存在非常显著的差异。(2)年长幼儿识字能力普遍优于年幼幼儿。(3)香港及新加坡幼儿中文识字能力显著优于北京幼儿。研究者认为,三地幼儿中文识字能力的差异与三地的社会和文化差异(例如中文识字教学的地位、政府的课程政策等)有关,但家长及家庭也是重要的影响因素。

Parents of 480 Chinese preschoolers in Beijing,Hong Kong and Singapore reported on their involvement in literacy teaching,the home literacy environment and their beliefs about language learning.The preschoolers,ranging in age from 2 to 6 years,completed the Preschool and Primary Chinese Literacy Scale(PPCLS),in individual sessions.Results indicated significant age and societal differences on the total PPCLS score and also on the following subscales:Character Identification,Visual and Auditory Discrimination,Word Recognition,and Expressive Vocabulary.In all three societies,older children outperformed younger children on these subscales.Preschoolers from Hong Kong and Singapore did significantly better than those from Beijing.Despite sociocultural variations(e.g.,status of the Chinese language,government directives regarding the ate at which to start literacy teaching,documented goals of the preschool curriculum),which contributed to societal differences,home literacy education significantly contributed to the prediction of Chinese literacy attainment in Beijing,Hong Kong and Singapore.