学前儿童学习品质测量的有效性与可靠性研究  

作　　者：张秋悦 刘夏鸽 

机构地区：[1]咸阳职业技术学院,陕西咸阳712000

出　　处：《科技风》2025年第11期173-175,共3页

摘　　要：学习品质(learning quality)是国际社会公认的既支持走出小学化误区,又切实做好入学准备的关键内容,是学前儿童投入学习时各种倾向性态度与沉浸式行为的反映,而不是已经或者应该学会什么内容与结果。在已有研究中,儿童学习品质的测评主体包括教师、家长、研究者等,成人通过填答问卷、给儿童做测验、观察等方式来判断其学习品质的发展水平。以往研究中倾向使用问卷进行测量评估,然而幼儿的发展具有阶段性、不连续性,只使用问卷填写进行测量评估其结果不够全面,容易造成幼儿学习品质评价的断章取义。因此,通过增加“学习故事”设计观察评估体系,考察儿童在多个情境中多维学习品质的评价,弥补了量化测评工具不够深入、细致、全面的缺陷,以便科学进行儿童学习品质的评估,有助于引导幼儿园、家长理性确定孩子成长目标。Learning quality is internationally recognized as a key element that not only helps avoid the pitfalls of excessive academic rigor in early education but also effectively prepares children for school.It reflects children's attitudinal tendencies and immersive behaviors when approaching and engaging in learning,describing how they learn rather than what they have learned or should learn in terms of content and outcomes.Existing research on assessing children's learning quality involves multiple evaluators,including teachers,parents,and researchers,who use methods such as questionnaires,tests,and observations to gauge developmental levels.Previous studies have predominantly relied on questionnaires for measurement.However,early childhood development is stage-specific and discontinuous,making questionnaire-based assessments insufficiently comprehensive and prone to fragmented interpretations of learning quality.Therefore,incorporating a"learning story"approach into the observational assessment system allows for evaluating multidimensional learning qualities across various contexts.This method compensates for the limitations of quantitative tools-such as lack of depth,detail,and comprehensiveness-thereby enabling more scientific evaluation of children's learning quality.It also helps guide kindergartens and parents in setting rational developmental goals for children.

关 键 词：学习品质 测量 学习故事 

分 类 号：G612[文化科学—学前教育学]