| 儿童早期学习品质的本质内涵、因素结构及学习效应 |
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| 引用本文： | 彭杜宏.儿童早期学习品质的本质内涵、因素结构及学习效应[J].学前教育研究,2020(3):57-71. |
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| 作者姓名： | 彭杜宏 |
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| 作者单位： | 苏州科技大学教育学院 |
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| 基金项目： | 江苏省教育科学“十三五”规划课题“江苏省学前儿童学习品质发展数据系统建设研究”(编号:B-a/2018/01/11);江苏省社会科学基金后期资助项目“儿童早期学习品质的发展与培养研究”(批准号:18HQ031)。 |
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| 摘 要： | 近年来儿童早期学习品质受到国内外学术界的广泛关注。对61个国内外实证研究及25份新修订政策文本的分析表明,学界对儿童学习品质最基本的理解是学习品质关注的是儿童如何学习,而不是儿童学到了什么,描述的是儿童在趋近学习的过程中和投入学习时表现出来的一系列行为、认知与态度倾向;就其构成因素来说,主动性、坚持性、专注力、好奇心、创新创造、灵活性是实证研究与政策文件共同反映的高频因素;学习品质与儿童的在园学习与入学准备显著相关,且能直接预测儿童未来不同阶段的学业成就;学习品质对儿童的同伴关系、社会能力的发展也有显著影响,并能显著降低行为问题与学业困难方面的风险;学习品质在儿童的学习与发展中起着重要的调节作用,如可以调节低质量学校教育或家庭贫困对儿童学习与发展的负面影响,可以降低个体行为问题对其学业成就的不利影响等。学习品质在儿童早期学习与毕生发展中都具有重要的奠基性作用,未来应进一步探索更为低龄儿童学习品质的因素结构及其发展规律,加强我国教育背景下学习品质对儿童学习效应的实证检验与纵向追踪,探索学习品质发展的个体差异及其增长轨迹,开展相关准实验研究以进一步明确学习品质与学习效应之间的关系。不仅要促进我国儿童早期教育实践领域高度重视和践行儿童学习品质的培养,而且应在宏观政策层面把儿童学习品质的发展纳入学前教育质量评价体系,建立儿童学习品质发展数据库,实施儿童学习品质发展监测。
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| 关 键 词： | 学习品质 因素结构 学习效应 |
The Essence,Factor Structure and Learning Effects of Approaches to Learning in Early Childhood |
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| Duhong Peng.The Essence,Factor Structure and Learning Effects of Approaches to Learning in Early Childhood[J].Studies In Preschool Education,2020(3):57-71. |
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| Authors: | Duhong Peng |
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| Institution: | (Education School,Suzhou University of Science&Technology,Suzhou 215009 China) |
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| Abstract: | Despite approaches to learning(ATL) in early childhood has received increasing attention internationally,there is no systematic review combing of the essence of the definition,the factor structures and the learning effects of ATL in early childhood. This study aims to generalize the developments by considering empirical literature and revised policy documents. On the basis of reviewing 61 empirical studies both from China and abroad and 25 newly defined framework of early learning standards,results highlight that the fundamental understanding in academia of ATL is that it focuses on how children learn while not what they learn. It describes a series of behavioral,cognitive and attitude orientations during they approach to learn and engage into learning. Factors of ATL in early childhood are broad and at the same time,there are some common high frequent factors like initiative,persistence,attention,curiosity,creativity and innovation,flexibility. The strong evidence based on international empirical research reveals that ATL in early childhood is not only positively correlated with children’s learning in preschool/kindergarten,school readiness,but also it can predict their academic achievement in the future. ATL in early childhood has significant impact on children’s peer relationships,social competence and other developments as well,and it can decrease significantly behavior problems and learning difficulty. ATL also plays an important mediating role during children’s learning and development. It significantly moderates the negative effect of low child care classroom quality and family poverty on children’s learning and development,and decreases the negative effects of children’s behavioral problems on their learning. These results indicate that ATL plays a critical role both in children’s early learning and life-span development. Empirical and methodological implications are considered for educational research,policy,and practice. |
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| Keywords: | approaches to learning factor structure learning effects |
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