双语学习对少数民族儿童智力发展的影响研究  

A Study on the Influence of Bilingual Learning on the Intellectual Development of Ethnic Minority Children

作　　者：肖新燕[1] XIAO Xin-yan(Xiniiang Children＇s Educational Practice Innovation Research Center, Xiniiang Teacher Education Research Center, Xinjiang Normal University, Urumqi, Xinjiang, 830054, PR)

机构地区：[1]新疆师范大学新疆儿童教育实践创新研究中心,新疆乌鲁木齐830054

出　　处：《当代教育与文化》2017年第4期65-68,共4页Contemporary Education and Culture

基　　金：全国教育科学"十二五"规划教育部重点项目"新疆少数民族‘双语’教师心理资本及相关因素研究"(DBA150239)阶段性成果

摘　　要：对一项跨时一年半的纵向调查所得资料作的进一步分析:包括新疆某地区236名维吾尔族小学生,其中150人分别接受"保持型"和"浸入型"模式的双语教育,86人接受维吾尔语单语教育。以瑞文标准推理测验的前测和后测成绩作为学生一般智力发展的指标,并将双语组和单语对照组进行比较。分析结果表明:被调查的双语教育项目对儿童的智力发展总体具有积极影响,再一次表明双语教育对维吾尔族儿童是可行的。但在双语教育的过程中针对那些认知发展水平相对滞后儿童的智力发展有一定的不利影响,因此现行的双语教育有待进一步改进和完善。The paper is an analyzes of the data obtained from a longitudinal study lasting for one year and a half. The research subjects are 236 Uygur pupils in Xinjiang. 150 of them respectively receive the maintenance model and the immersion model of bilingual education, and 86 pupils receive monolingual education in Uighur. Based on Raven＇s Standard Progressive Matrices, the researchers take scores of the pretest and posttest as indicators of students＇ general intellectual development, and compare the bilingual group and the monolingual group. The result shows that bilingual education generally has a positive influence on children＇s intellectual development and the bilingual education of Uygur children is feasible. However, bilingual education has some negative influences on those children whose level of cognitive development is relatively slow. Therefore, the current bilingual education is supposed to be further improved and perfected.

关 键 词：双语教育 瑞文标准推理测验 智力 

分 类 号：G629.21[文化科学—教育学]