学前教育持续时间对未来学业成就的影响——基于PISA2015数据的研究综述  

The Influence of Preschool Education Duration on Future Academic Achievement——Based on the Review of PISA 2015 Data

作　　者：谢鸿斌[1] 张入川 欧阳宏柳[1] XIE Hong-bin;ZHANG Ru-chuan;OUYANG Hong-liu(Sichuan Preschool Educators College,Mianyang 621000,China)

机构地区：[1]四川幼儿师范高等专科学校,四川绵阳621000

出　　处：《陕西学前师范学院学报》2019年第5期46-51,共6页Journal of Shaanxi Xueqian Normal University

基　　金：四川省教育厅人文社会科学重点研究基地四川学前教育发展研究中心科研项目(CECER-2017-B04)

摘　　要：根据PISA2015中儿童接受学前教育时间对15岁学生学业成就影响的数据及成果进行综述,得出以下结论:早期身心发展处于弱势的儿童在日后需要付出更多努力才能达到优异水平;学前教育持续时间是降低儿童未来学业不良可能性的有效方法,但接受2年与接受3年以上学前教育的学生之间学业成就不存在显著差异;弱势群体儿童至少接受2年学前教育可以增加教育公平;学前教育持续时间是影响儿童未来学业成就的首要因素;加快0-3岁早期教育体系发展,加大对弱势儿童的关注力度,防止因学前教育终止对儿童未来学业成就造成负面影响。This paper summarizes the test data and research results on the influence of early preschool education duration on the academic achievements of 15-year-old students in PISA2015,and it finds that: Children who have already fallen behind in the first few years of their childhood face greater obstacles to catch up and succeed in school;The duration of preschool education is an effective way to reduce the possibility of children’s future academic disability,but there is no significant difference in academic achievement between students who receive two and more than three years of preschool education;Two years of preschool education at least for disadvantaged children can increase fairness in education;The duration of preschool education is the primary factor to influence children’s future academic achievement;To avoid the negative influence of interruption of preschool education on children’s future academic achievement,efforts should be made to accelerate the development of the early education system at the age of 0-3,and pay more attention to disadvantaged children.

关 键 词：学前教育 持续时间 学业成就 PISA 

分 类 号：G619.1[文化科学—学前教育学]