摘要
为探索幼儿园结构性变量与幼儿阅读理解水平的关系,本研究以167名4～6岁幼儿和42名主班教师为研究对象,结果发现教师的学制、专业显著影响幼儿阅读理解水平,其中全日制教师以及具有"学前教育专业+其他专业背景"的教师对幼儿阅读理解水平的影响效果显著;教师的年龄和教龄显著影响幼儿阅读理解水平,其中教龄为"7～10年"的教师所带班级幼儿的阅读理解分数最低;班级幼儿人数和班级图书数量显著影响幼儿阅读理解分数,其中班级人数在"25人及以下"的幼儿的阅读理解分数最高,且显著高于班级幼儿人数在"31～35人"的幼儿;相比于教师学制和专业这两个结构性变量,班级幼儿人数对幼儿阅读理解水平的影响作用更大。为促进幼儿阅读能力的发展,幼儿园应聘用具有优秀资质的教师,并加强对教师通识性知识的培训;应增加班级儿童图书数量,实行小班制教学,保证阅读活动过程中师幼互动的有效性。
This article analyzed the relationship between the kindergarten structural variables and young children＇s level of reading comprehension and the research sample consisted of 167 4-6-year-old children and 42 teachers in Kindergartens. The study found that the teacher＇s length of schooling and major affect significantly the level of children＇s reading comprehension. Teachers with the full-time educational background, who has a significantly greater effect on children＇s reading comprehension than teachers with part-time education. And then teachers who not only major in preschool education but also own other majors learning experience have significantly better effects on children＇s reading comprehension than teach ers only with the major of preschool education. Secondly, the teacher＇s age and teaching experiences have a significant impact on children＇s reading comprehension. Teachers with within 3 years and 4-6 years experi ences of teaching have significantly better effects on children＇s reading comprehension than teachers with 7-10 years experiences of teaching. Furthermore,the number of children and the number of books in class affect significantly the level of children＇s reading comprehension. Finally, compared with the teach er＇s length of schooling and major, the number of children in class has a greater effect on children＇s level of reading comprehension. In order to promote the development of children＇s reading ability, the research suggests that kindergartens should employ teachers with outstanding qualifications and strengthen teachers＇ training on general knowledge. Furthermore, kindergartens should increase the number of children＇s books in classes, and carry out the teaching of small class size, to ensure the effectiveness of teacher-child interaction during the reading activities.
作者
刘友棚
费广洪
Youpeng Liu;Guanghong Fei(Normal School, Shenzhen University, Shenzhen 518060 China)
出处
《学前教育研究》
CSSCI
北大核心
2018年第6期14-26,共13页
Studies in Early Childhood Education
基金
深圳市教育科学规划2015年重点资助课题"学前流动儿童教育的研究--以深圳市为例"(编号:zdzz15003)
深圳大学研究生创新发展基金资助项目"深圳市幼儿教师早期阅读教育观念调查研究"(编号:PIDFP-RW2017022)
关键词
学前教育质量
幼儿园结构性变量
幼儿阅读理解水平
preschool education quality
kindergarten structural variables
young children＇s reading comprehension
