隔代教养和父辈教养幼儿学习方式入学准备水平的比较研究  

A Comparative Investigation of Approaches Toward Learning for School Readiness and Parenting Style

作　　者：张继英[1] 赵振国[2] 

机构地区：[1]华东师范大学教育学部,上海200062 [2]河南大学现代教育研究所,开封475004

出　　处：《幼儿教育（教育科学）》2016年第1期29-34,共6页Early Childhood Education(Educational Sciences)

基　　金：全国教育科学规划教育部重点课题“基于生态动态模型的农村留守儿童入学准备与学校适应研究”的研究成果之一,课题编号:DHA140274

摘　　要：研究者采用测验法,对156名城乡大班幼儿进行测查,以比较隔代教养和父辈教养幼儿学习方式入学准备水平的差异.结果表明,父辈教养幼儿的学习方式入学准备水平显著高于隔代教养幼儿,主要表现为父辈教养幼儿的认知灵活性较好,注意力和坚持性较好,态度较端正,语言理解和表达能力也较强等.城乡因素对幼儿认知灵活性和学习品质中的社会性维度有显著影响,城市幼儿的认知灵活性和语言理解表达能力显著优于农村幼儿.基于此,研究者提出了相应的教育建议.The authors tested 156 children to compare approaches toward learning for school readiness by parenting and grand parenting styles. The results show that the level of learning for school readiness by parental rearing children is signifi- cantly higher than the one by grand parental rearing children. The parenting rearing children show advantages in cognitive flexibility, attention, perseverance, positive attitude, language comprehension and expression. Urban or rural factors have sig- nificant influence on children＇s cognitive flexibility and dimension of society in their learning traits. Children from urban area are significantly better than children from rural areas in cognitive flexibility and language comprehension and expression. The authors put forward some suggestions accordingly.

关 键 词：隔代教养 父辈教养 学习方式 幼儿 入学准备 

分 类 号：G616[文化科学—学前教育学]