不同体制幼儿园幼儿学习品质的比较研究

发布时间：2018-05-20 06:57

本文选题：幼儿园体质 + 学习品质　；参考：《广州大学》2017年硕士论文

【摘要】：目前,学习品质存在三个问题,一是人们对学习品质的评价不准;二是人们对它的重要性认识不足;三是人们对学习品质的影响因素认识不清。为探讨幼儿学习品质与幼儿园等级、幼儿年龄、及幼儿园办园体制等影响因素的关系,笔者从广州市6所幼儿园和一所小学中各抽取两个班,共计839位儿童为研究对象,懫用《幼儿学习品质教师评价问卷》和《幼儿学习品质家长评价量表》为研究工具,研究将学习品质划分为坚持与注意、主动性、创造与发明、反思与解释、好奇与兴趣这5个维度,运用方差分析和独立样本t检验的方法对幼儿学习品质进行比较研究。研究发现,(1)幼儿园办园体制方面,除“创造与发明”这一维度存在显著差异,公办园与民办园幼儿的坚持与注意,主动性,反思与解释,好奇与兴趣均不存在显著差异;公办园幼儿上学前后学习品质无明显差异,但民办园幼儿上学后学习品质会明显下降。(2)幼儿园等级方面,总体上说,幼儿园的等级越高,幼儿的学习品质会越好。如省一级幼儿在坚持与注意、创造与发明方面明显高于市一级幼儿;省一级幼儿在创造与发明、反思与解释和好奇与兴趣方面明显高于区一级幼儿;市一级幼儿在反思与解释、好奇与兴趣方面明显高于区一级幼儿。(3)幼儿年龄方面,5-6岁大班幼儿学习品质明显高于中班和小学生的学习品质;6-7岁的一年级学生的坚持与注意表现最差,9-10岁三年级学生主动性最差。本研究提出了几点建议:第一,加强政府对不同体制幼儿园,特别是对民办园资金和政策的支持;第二,在幼儿园等级评估时,可将学习品质纳入到教育质量的评估中来;第三,幼小衔接方面,特别要关注小学生学习品质的持续发展。
[Abstract]:At present, there are three problems in learning quality, one is that people's evaluation of learning quality is not correct, the other is that people do not know enough about its importance, and the third is that people do not know clearly the influencing factors of learning quality. In order to explore the relationship between the learning quality of children and the influence factors such as kindergarten grade, infant age and kindergarten management system, the author selected two classes from 6 kindergartens and one primary school in Guangzhou. A total of 839 children were selected as the objects of the study. By using the teacher Evaluation questionnaire for early Childhood Learning quality and the Parental Evaluation scale for Child Learning quality as research tools, the study divided learning quality into persistence and attention, initiative, creation and invention, reflection and explanation. The five dimensions of curiosity and interest were used to compare the learning quality of young children by means of ANOVA and independent sample t-test. It is found that there are significant differences in kindergarten management system except for the dimension of "creation and invention", and there is no significant difference between public and private kindergarten children's persistence and attention, initiative, introspection and explanation, curiosity and interest. There was no significant difference in learning quality before and after school, but the learning quality of children in private kindergartens decreased significantly after they went to school. Generally speaking, the higher the level of kindergarten, the better the learning quality of children. For example, children at the provincial level are obviously higher than those at the municipal level in terms of persistence and attention, creativity and invention; children at the provincial level are obviously higher than those at the district level in terms of creation and invention, reflection and explanation, curiosity and interest; and children at the municipal level reflect and explain. Curiosity and interest were significantly higher than those of district first grade children. (3) the learning quality of children aged 5 to 6 in large classes was significantly higher than that of middle class and primary school students. The students of grade 1 aged 6 to 7 had the worst performance of persistence and attention for 9 to 10 years old for three years. Class students are the least active. This study puts forward several suggestions: first, to strengthen the government's support to the funds and policies of kindergartens with different systems, especially to private kindergartens; second, to integrate learning quality into the evaluation of educational quality when evaluating the level of kindergartens; Third, the small and young convergence, especially pay attention to the continuous development of primary school learning quality.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G612

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