摘要
当前以提前学习拼音为代表的“小学化”现象屡禁不止。提前学习拼音能否如家长所愿带来直接的功利性效果,让孩子在后续学习中取得成绩优势呢?为回答这一问题,本研究采取问卷调查、成绩追踪与教师访谈的方法,考察一年级新生入学后的拼音学习成绩与其提前学习拼音的情况之间的关系。结果表明,是否提前学习拼音,以及提前学习的时长、频率、渠道与效果等都对后续拼音学习成绩没有显著影响。其原因主要在于,一方面当前大多数学前儿童的拼音学习不规范,不能达到小学教育的基本要求,另一方面儿童入小学后,在同质的规范教学中即可逐渐熟练掌握拼音,其学习效果优于提前学习。此外,提前学习拼音还会给后续学习带来多重负面影响,如对小学教师开展零基础教学造成困扰,需要小学教师额外纠正非规范的提前学习带来的错误,部分学生因提前学过而上课习惯不佳。总体来看,提前学习拼音对后续学习影响有限,且投入成本过高,可谓事倍功半。家长应提高认识,改变观念,重视家庭教育质量,与幼儿园、小学分工合作,切实减轻学前儿童的学习压力与负担。
In recent years,more and more preschoolers begin to learn Pinyin that should be learned after they enter primary school.Can early learning of Pinyin bring benefits on subsequent academic performance as parents hope?Based on questionnaire surveys,performance tracking,and teacher interviews,the study wanted to clear the correlation between the performance of first graders and their early Pinyin learning at preschool stage to answer this question.The results showed that whether or not learning Pinyin at preschool stage does not have significant impact on subsequent performance overall,and neither do the length,frequency,channels,and effects of learning.On the one hand,most early Pinyin learning is not standardized and cannot meet the basic requirements of primary education.On the other hand,first graders can gradually become proficient through standardized teaching of primary school.Further,early learning of Pinyin even has negative effects on subsequent learning,such as causing trouble for primary school teachers’zero-based teaching,errors caused by early learning need to be corrected,and poor classroom habits of some first graders due to early learning.Learning Pinyin in advance has limited impact on subsequent learning,but the cost is very high.Parents should raise awareness,change concepts,and strengthen family education.They should also work with teachers of kindergarten and primary school to reduce the learning pressure and burden of preschoolers.
作者
聂娜
陈静
Na Nie;Jing Chen(School of Liberal Arts,Nanjing University,Nanjing 210093 China;Chinese Language Strategy Research Center,Nanjing University,Nanjing 210093 China;Primary School Affiliated to Nanjing Normal University,Nanjing 210096 China)
出处
《学前教育研究》
CSSCI
北大核心
2020年第9期73-84,共12页
Studies in Early Childhood Education
基金
北京市社会科学基金研究基地一般项目“北京市义务教育阶段学生非认知能力的发展现状、影响因素及提升对策研究”(批准号:18JDJYB004)
北京师范大学教育学部学科建设综合专项“义务教育阶段学生的非认知能力发展现状及影响因素研究”(批准号:2018QNJS002)。
关键词
幼小衔接
“小学化”
拼音学习
语音意识
transition from kindergarten to primary school
primary school orientation in preschool education
learning Pinyin
phonetic awareness
