家庭社会经济地位与儿童学习品质及入学认知准备之间的关系

Family SES,Approach to Learning and School Readiness

学习品质是入学准备的重要内容。本研究以143名来自不同社会经济地位家庭的小学一年级新生为对象,通过观察其完成测试任务时的相关表现,比较其学习品质的发展状况,并考察学习品质与认知准备间的关系。结果显示,家庭社经地位对儿童的学习品质有明显的影响。高社会经济地位家庭的儿童在"主动性""想像和创造能力""好奇心""专注程度"和"目标意识"方面的表现显著优于社会经济地位较低家庭的儿童;学习品质与儿童认知准备之间存在高相关。

Approach to learning is an important part of school readiness. The research investigates 143 first grade children who come from different SES families, and explores the difference on their approach-tolearning by observing their performance on the cognitive test in order to find the relationship between approach-to-learning and cognitive development. The result shows that family SES influence the children＇sapproach-to-learning. The approach to learning has strong correlation with children＇s academic achievement. The children from high SES families do better orf initiative, the capacity for invention and imagination,curiosity, attentiveness and target consciousness than those from low SES families.