幼儿科学问题解决能力的发展特点与家长教育卷入的影响

On the Development of Preschoolers’Science-relevant Problem Solving Skills and the Influence of Parental Involvement in Education

为揭示幼儿科学问题解决能力的一般发展特点及家长教育卷入的影响,本研究运用幼儿科学问题解决能力测验与家长教育卷入问卷,对福建省5所幼儿园294名幼儿及其家长进行调查。结果表明,大班幼儿的科学问题解决能力总体高于中班幼儿,男生的科学问题解决能力总体高于女生;在难度较大的任务中,大班幼儿的表现显著优于中班幼儿,在难度较小的任务中,男生的表现显著优于女生;男生和女生的科学问题解决能力在4~4.5岁阶段均平稳缓慢发展;男生的科学问题解决能力在4.5~5.5岁阶段提升较为迅速;女生的科学问题解决能力在5~6岁阶段提升较为迅速。幼儿科学问题解决能力与家长教育卷入总分以及家长讨论、家长语言认知活动参与、家长生活指导等维度得分呈显著正相关。家长语言认知活动参与、家长生活指导对幼儿科学问题解决能力具有正向预测作用。家长应关注幼儿科学问题解决能力发展的年龄特点与性别差异,加强与幼儿的语言互动,培养幼儿生活自理能力,创设具有挑战性的科学探索环境,激发幼儿科学探索兴趣,以促进幼儿科学问题解决能力的发展。

To explore the development of preschoolers’science-relevant problem solving skills and the influence of their parental involvement in education,the study took a sample of 294 children and their parents from 5 kindergartens in Fujian province and used Science Problem Solving Task(SPST)and Parental Involvement Questionnaire(PIQ)as research instruments.Results showed that the boys scored higher in SPST than the girls and the senior-class children performed better in SPST than the middle-class children.The boys had experienced steady development in science-relevant problem solving skills from the age of 4 to 4.5 and very rapid gains from the age of 4.5 to 5.5.The girls improved significantly in science-relevant problem solving skills from the age of 5 to 6.Preschoolers’science-relevant problem solving skills were positively associated with the overall PIQ and the dimensions of parental discussion practice,parental language and cognition practice,and parental guidance.The regression model indicated that parental language and cognition practice and guidance could significantly predict preschool children’s science-relevant problem solving skills.Parents should pay attention to children’s developmental characteristics and support their science learning by strengthening language and cognition practice and guiding them to learn to take care of themselves in daily life.