儿童早期学习品质国际研究的回顾与展望——基于WOS数据库的文献计量分析

Review and Prospect of International Research on Children’s Early Approaches to Learning:A Bibliometric Analysis Based on WOS Database

随着基础教育改革的深化,儿童的可持续发展日益受到重视,学习品质成为儿童后继学习和长远发展的新着力点。应用HistCite计量可视化软件分析Web of Science核心合集数据库收录的儿童早期学习品质研究文献,对该领域研究的关键词、文献发表年代等要素进行了描述性统计分析,并绘制文献引证关系图谱。研究发现:儿童早期学习品质研究自2000年后总体呈稳步上升趋势,美国是该领域研究中最具代表性的国家;研究成果聚焦于儿童早期学习品质中的学习效应、学习品质与执行功能之间的关系、师幼互动因素对儿童学习品质的影响等方面;研究内容呈现出多元化、细化和深化趋势。建议未来应深耕儿童早期学习品质的理论研究,增强儿童早期学习品质学习效应的追踪研究,加强学习品质、执行功能和学业成就三者关系研究,推进对儿童早期学习品质的干预研究以及提高评价工具的针对性和适切性。

With the deepening of basic education reform, there is growing interest in the sustainable development of children, and children’s early approaches to learning have become a new focus for children’s subsequent learning and long-term development. The HistCite quantitative visualization software was used to analyze the research literature on children’s early approaches to learning included in the Web of Science core collection database, and descriptive statistical analysis was carried out on the key words of the research in this field, the year of literature publication and other elements, and a literature citation relationship map was drawn. The study found that: The research on children’s early approaches to learning has shown a steady upward trend since 2000, and the United States is the most representative country in this field;The research results focus on the learning effect in children’s early approaches to learning, the relationship between approaches to learning and executive function, the influence of teacher-child interaction factors on children’s approaches to learning, etc.;The research content presents a trend of diversification, refinement and deepening. Based on this, it is suggested that future research should deepen the theoretical research on children’s early approaches to learning, strengthen the tracking research on the learning effect of children’s early approaches to learning, strengthen the research on the relationship between approaches to learning, executive function and academic achievement, promote intervention research on children’s early approaches to learning, and improve the pertinence and appropriateness of evaluation tools.