儿童入学准备关键能力指标体系研究  

A Study on the Key Competency Indicators Construction of Children's School Readiness

作　　者：吴荔红[1] 余慧榕 WU Lihong;YU Huirong

机构地区：[1]福建师范大学教育学院,福建福州350315

出　　处：《天津市教科院学报》2023年第6期74-84,共11页Journal of Tianjin Academy of Educational Science

基　　金：福建省基础教育研究院、德旺基础教育研究院项目“幼小衔接教学改革与实践研究”(A22ESYR02324A02)。

摘　　要：迈向高质量教育时代的幼小衔接,不仅要着眼于帮助学前儿童从幼儿园平稳过渡到小学,还应追求儿童后继的可持续发展,关注儿童终身发展的核心能力和必备素养。儿童入学准备关键能力是指儿童做好身心全面入学准备应涉及的基本学习与发展能力,以及应着重培养的有益于儿童终身发展的素质与能力。通过理论研究和实证研究的并用和比照建构了儿童入学准备关键能力指标体系,并采用德尔菲法对49名专家进行了2个阶段共4轮的意见咨询,修订后的指标体系包含8个基本维度(运动能力、生活自理能力、人际交往能力、情绪能力、自我评价能力、学习品质、早期语言能力、早期数学能力)共36项核心指标以及指标含义说明。The transition from early childhood settings to formal schooling in the era of high-quality education should not only focus on helping preschool children transition smoothly from kindergarten to primary school,but also pursue the sustainable development of children's successors,focusing on the core competencies and essential qualities of children's lifelong development.The key competencies of children's school readiness refer to the important learning and development abilities that should be involved in their comprehensive physical and mental preparation for school,as well as the qualities and abilities that should be focused on cultivating and beneficial to children's lifelong development.The study constructed a key competency indicators system for children's school readiness through a combination of theoretical and empirical research,and used the Delphi method to conduct four rounds of consultation for 49 experts in two stages.The revised indicator system includes eight basic dimensions(Motor Ability,Self-care Ability,Interpersonal Communication Ability,Emotional Ability,Self-evaluation Ability,Approaches toward Learning,Early Language Ability,and Early Mathematical Ability)36 core indicators and their meanings.

关 键 词：幼小衔接 入学准备 关键能力 指标体系 德尔菲法 

分 类 号：G620[文化科学—教育学]