摘要
研究采用同伴提名法、教师和家长报告法,对农村135名一年级小学生进行了为期一年的追踪调查,在此基础上,考察了学前教育年限、母亲受教育水平与学校适应之间的关系。结果表明:(1)学前教育年限越长,小学生越多地表现出积极社会行为,但这种优势仅体现在小学入学初期;(2)母亲受教育水平越低,小学生越多地表现出敏感退缩行为和受拒绝同伴关系;(3)对于母亲受教育水平较低的小学生,学前教育年限越长,其攻击冒犯行为越多;而对于母亲受教育水平较高的小学生,学前教育年限越长,其攻击冒犯行为越少。可见,母亲受教育水平与学前教育年限相互作用,共同影响儿童发展结果,且母亲受教育水平的影响作用更为明显。
The present research has probed into the relations between the pre-school education length, the maternal education level and the children' s school adjustment, using peer nomination, teachers' reports and parents' reports. 135 elementary school children from Grade 1 participated in the study, and they completed the questionnaires twice during one year. The findings reveal the following: (1) In the first semester, the students whose pre-school education length is longer show more positive social behaviors; (2) The students whose maternal education level is lower show more sensitive withdrawal behaviors and refused peer relationships; (3) If the maternal education level is lower and the pre-school education length is longer, these students show more attacking and offensive behaviors. If the maternal education level is higher and the pre-sehool education length is longer, these students show less attacking and offensive behaviors. The analysis shows that the maternal education level and the pre-school education length interact to jointly exert an impact on the children' s development in the future. And the maternal education level has a stronger impact. Therefore, attention should be paid to improving the quality of kindergarten education and its influence to family education.
出处
《心理发展与教育》
CSSCI
北大核心
2013年第3期299-304,共6页
Psychological Development and Education
基金
教育部人文社会科学重点研究基地重大项目"农村学前教育发展的生态化研究"(11JJD880008)
吉林省教育厅"十二五"社会科学研究项目"吉林省农村学前教育的现状
影响因素及对策研究"(吉教科文合字[2013]第378号)
关键词
小学生
学前教育年限
学校适应
母亲受教育水平
primary school pupils
pre-school education length
school adjustment
maternal education level