利用ICT促进城市留守儿童语言发展的实证研究

An Empirical Study of Promoting the Development of Urban Left-at-home Children by ICT

城市留守儿童是近年来人们逐渐开始关注的群体,他们是拥有城市户籍但父母一方或双方由于工作或其他原因长期不在一起生活的孩子。相比农村留守儿童,他们所获得的关注更少,但却同样面临许多教育困境。本研究采用追踪研究的方式对大连某小学一个班级的49名学生在入学后30个月内的33110篇写作文本进行分析。其中包含10名城市留守儿童和39名非留守儿童的写作表现进行比较分析,同时对比课标要求以及其他研究在传统环境下建立的小学识字量及写作能力常模,结果发现:(1)在ICT环境下学生生字使用量和写作篇幅发展速度较快,预计均能较早地完成小学阶段识字任务。(2)城市留守儿童在小学阶段初始语言发展水平与非留守儿童存在显著差距,但发展速度不存在显著差异;(3)学生学习投入水平对其写作篇幅影响显著,并且相比非留守儿童,城市留守儿童在ICT环境中的学习投入对写作篇幅发展的影响更大;(4)通过将ICT嵌入教育环境中能够有效提高教育质量,帮助弱势群体构建有效ICT环境有助于教育公平的实现。

Urban left-at-home children, a vulnerable group gradually heeded by people in recent years, have a record in the government system of urban household registration but fail to live with their parent（s） due to job employment or for other reasons. Compared with rural left-at-home children, they receive less attention, but are faced with many educational difficulties. This study, based on a follow-up study, analyzed 33110 essays written by 49 students （including 10 urban left-at-home children and 39 other children） from a class in a primary school in Dalian in 30 months after enrollment, and compared their writing ability with the writing requirements in the national curriculum standards and the primary school literacy and writing ability norms established in the traditional environment and developed in other researches. The results indicate the following： （1） In the ICT （Information and Communications Technology） environment, the students used new Chinese characters and wrote an essay at a greater speed, and were expected to earlier complete the task of literacy for primary school; （2） there was a significant difference in the Chinese language ability at primary school between the left-at-home children and the other children, but there was no significant difference in the speed of the development of the Chinese language ability; （3） the learning engagement in the ICT environment had a greater impact on the urban left-at-home children＇s writing performance; and （4） ICT embedded in the educational environment can help effectively improve the quality of education, and helping a vulnerable group build an effective ICT environment contributes to educational equity.