摘要
本研究以466名幼儿为研究对象,建立家庭学习资源、家庭学习活动、亲子互动质量对幼儿学习品质影响的结构方程模型。模型验证结果表明,模型适配度良好。家庭学习资源对家庭学习活动和亲子互动质量有显著正向影响,家庭学习活动对亲子互动质量有显著正向影响,亲子互动质量对幼儿学习品质有显著正向影响。其中,家庭学习资源能解释家庭学习活动变异的21%,家庭学习资源和家庭学习活动能解释亲子互动质量变异的80%,家庭学习环境通过亲子互动质量能解释幼儿学习品质变异的54%。研究者据此提出相关建议。
Taking 466 children as research objects, this study constructed a structure cquation modcl to study the effect of homelearning resources, home learning activities, and parent-child interaction quality on children 's learmning quality. The results ofmodel verification show that the model fits well. Home learning resources have a significant positive impact on home learningactivities and parent-child interaction quality;home learning activities have significant positive impact on parent-child interactionquality, and parent-child interaction quality has significant positive impact on children 's learning quality. Among them, homelearning resources can explain 21% of variation in home learning activities, home learning resources and home learning activitiescan explain 80% of variation in parent-child interaction quality;,home learning environment can explain 54% of varition inchildren learning quality through parent-child interaction quality. Some suggestions are provided.
作者
王元
李凯一
索长清
Wang Yuan;Li Kaiyi;Suo Changqing(College of Preschool and Primary Education,Shenyang Normal University,Shenyang,110034;Department of Discipline Construction and Development Planning.Shandong University,Jinan,250100)
出处
《幼儿教育》
2021年第15期45-48,共4页
Early Childhood Education
基金
国家社会科学基金教育学青年课题“幼儿学习品质的发展及其培养研究”的研究成果之一,课题编号:CHA160213。本课题亦得到奕阳教育研究院资助。
关键词
家庭学习环境
家庭学习资源
家庭学习活动
亲子互动质量
幼儿学习品质
home learning environment
home learning resource
home learning activity,parent-child interaction quality
children learning quality
