摘要
入学数学准备是预测儿童小学学业成绩的有力指标,提高儿童的入学数学准备水平有助于提高儿童入学后的学业成绩、缩小儿童学习与发展的阶层差距和城乡差距。对浙江、江西、四川三省的1 181名学前一年幼儿入学数学准备状况的城乡差异比较发现,城乡学前一年幼儿的数学学习与发展普遍存在不同步、不均衡的现象,关系领域的学习落后于数、量、形、空间等领域的学习;总体上,城市幼儿在多个领域的表现都优于乡镇和农村幼儿,城市幼儿与县城幼儿的表现没有显著差异。在普及学前教育发展的过程中,应加强对乡镇和农村幼儿的早期补偿教育,并加强关系领域的教学。
Pre-school math learning outcome is one valid predictor of elementary school achievement. Improving children＇s math learning outcome is helpful for promoting children＇s school achievements and reducing the gap in learning outcomes of children with different social economic status and that in urban and rural areas. The comparison of math learning outcomes of 1181 pre-school children from Zhejiang, Jiangxi, Sichuan provinces, who would enroll in elementary school in the next year, revealed that （1） the learning outcome of pre-school children in urban and rural areas was not synchronic and balanced across different domains of math learning, and the learning about relations lagged behind that about number, quantity, shape and space; （2） generally speaking, the performance of children in cities was significantly better than those in rural areas in many domains; there was no significant difference in the performance of children in the cities and towns. It is suggested to provide early compensatory education for pre-school children in rural areas, and to improve the teaching about relations.
出处
《教育学报》
CSSCI
北大核心
2012年第4期122-128,共7页
Journal of Educational Studies
基金
2009年国家社会科学基金教育学重点课题"学前一年教育纳入义务教育的条件保障研究"(课题批准号:AHA090006
项目合同号:QGB090006)的研究成果
北京师范大学"985工程""我国城乡学前一年教育质量和效益的研究"的研究成果
关键词
学前一年
入学数学准备
城乡差异
one-year pre-school
math learning outcomes before elementary school
the difference inurban and rural areas
