学前教育经历对小学中低年级学生学业表现的影响——基于CFPS数据的实证研究  

Impact of Preschool Education Experience on Lower-grade Students′Academic Performance in Primary Schools——An Empirical Study Based on CFPS Data

作　　者：周玲[1] 陈静 ZHOU Ling;CHEN Jing(School of Economics,Beijing Institute of Technology,Beijing 102488,China;No.2 Primary School of Xiangjiang Road in the West Coast New Area,Qingdao Shandong 266427,China)

机构地区：[1]北京理工大学经济学院,北京102488 [2]青岛市西海岸新区香江路第二小学,山东青岛266427

出　　处：《北京教育学院学报》2025年第1期67-75,共9页Journal of Beijing Institute of Education

基　　金：教育部人文社科规划基金“我国地方学前教育公共财政投入的公平与效应研究”(19YJA880094)。

摘　　要：学前教育是我国国民教育体系的组成部分,是重要的社会公益事业。基于中国家庭追踪调查(CFPS)2018年数据,采用计量分析方法,探讨学前教育获得年限和学前教育获得质量(幼儿园性质)对小学中低年级学生语文、数学学业表现的影响。结果表明,学前教育获得年限可以预测小学中低年级学生的数学成绩,且在不同性别、年级、户口类型的学生中存在差异;学前教育获得质量对小学中低年级学生的语文、数学成绩均无显著影响。建议在确保幼儿学前教育基本获得年限的基础上,完善学前教育供给,促进家园共育,以进一步保障幼儿获得高质量的学前教育。Preschool education is a part of the national education system and an important public welfare undertaking.Using data from the China Family Panel Studies(CFPS)2018,this study has adopted the methods of econometric analysis to discuss the impact of the quantity(length)and quality(type of kindergarten)of preschool education on children′s Chinese language and math scores in the lower grades of primary schools.The findings show that the length of preschool education a child receives can predict their math scores in the early grades of primary school,with differences observed across gender,grade,and household registration status.However,the type of kindergarten does not significantly affect children′s Chinese language and math scores in the early primary grades.It is recommended that,while ensuring a basic years of preschool education,efforts should be made to improve preschool education supply and foster collaboration between families and educational institutions to ensure that children receive high-quality preschool education.

关 键 词：学前教育 学业表现 小学中低年级 教育高质量发展 

分 类 号：G625.5[文化科学—教育学]