The Relationship between Bilingual Semantic Development and Cognitive School Readiness of Uygur Children
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摘要: 研究聚焦探讨少数民族学前儿童双语发展与入学认知准备的经验互动。以新疆4-6岁维吾尔族学前儿童为对象,采用汉语和维语PPVT,EVT和Bracken工具,测查儿童双语的理解性语义水平、表达性语义水平和入学认知水平。研究发现新疆学前民族儿童的汉语和维语语义水平呈现良好的发展态势,但不同教育质量幼儿园儿童的两种语义发展水平存在明显差异;经过三年的学前双语教育,民族儿童的入学认知准备整体概念水平的通过率水平均达到50%以上;而在认知基本概念方面和认知综合概念子项目上存在不均衡现象,提示学前教育课程教学内容进一步检视的需要;学前民族儿童汉语理解性语义水平和表达性语义水平,与入学认知准备均呈现显著正相关状态,而儿童汉语理解性语义水平和表达性语义水平对入学认知准备具有显著预测作用。研究由此证明,学前阶段少数民族儿童的双语学习,对儿童的认知发展具有良好的促进作用。Abstract: This study explores the relationship between Uygur children's bilingual semantic development and cognitive school readiness. By adopting measures of PPVT and EVT in both Mandarin and the Uygur language, the study examines receptive and expressive language and cognitive school readiness of Uygur children aged between 4 and 6 years. Findings show that the semantic development in both Mandarin and the Uygur language in Uygur children is significant. Still, there is a remarkable difference in bilingual semantic development of children from kindergartens at different quality levels. Uygur children achieve over 50% of the cognitive school readiness concepts after three years of bilingual education. However, their command of concepts in different School Readiness Composite (SRC) subscales and comprehensive subscales varies greatly, implying that attention should be paid to including some concepts in the curriculum for young children. The correlational analysis demonstrates that the relationship between children's receptive language or expressive language and cognitive school readiness is positively significant and further, the former two are strong predictors of children's readiness skills. The study indicates that bilingual learning of Uygur children during early years facilitates their cognitive development.1) 刘焱:《入学准备在美国:不仅仅是入学准备》, 《比较教育研究》2006年第11期。2) Williams KT. Expressive vocabulary test. Circle Pines, Minn.:American Guidance Service, 1997.3) 陆莉、刘鸿香:《修订毕保德图画词汇测验》, 台北:心理出版社, 1994年。4) 柳倩:《农村学前儿童入学认知准备研究》, 上海:华东师范大学博士论文, 2008年。5) Kagan S L, Moore E, Bredekam S. 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表 1 参与研究儿童人数变化
变量 分类 第一期 第二期 第三期 第四期 性别 男 195 195 115 85 女 184 184 112 74 园所级别 优质园 299 299 176 126 普通园 80 80 51 33 干预情况 干预组 167 167 100 73 对照组 212 212 127 86 总数 379 379 227 159 表 2 学前民族儿童各项测试得分情况
测试项目 平均分 标准差 得分范围 各项测试总分 各项测试通过率 颜色概念 8.22 2.97 0-11 11 74.77% 数字/计数概念 16.63 3.67 2-19 19 87.55% 量概念 8.42 2.53 0-12 12 70.14% 比较概念 5.93 2.80 0-10 10 59.32% 形状概念 11.41 4.31 0-20 20 57.05% 入学认知准备基本概念 50.61 12.81 11-72 72 70.31% 空间认知 29.21 16.67 0-65 65 44.92% 社会认知 25.15 9.61 0-38 38 66.23% 物质材料认知 13.51 7.70 0-31 31 43.59% 数量认知 21.46 11.05 1-45 49 43.79% 时序认知 16.65 9.78 0-36 37 45.05% 入学认知准备综合概念 105.98 48.23 7-215 220 48.16% 入学认知准备整体概念 155.63 58.68 22-287 292 53.63% 表 3 学前民族儿童汉语与母语语义与入学认知准备相关
PPVT4 PPVTU4 EVTC4 EVTU4 颜色 数字/
计数量 比较 形状 空间 社会 物质材料 数量 时序 基本概念 PPVT4 1 PPVTU4 .11 1 EVTC4 .62** .24** 1 EVTU4 .20* .13 -.03 1 颜色 .39** .08 .47** .04 1 数字/计数 .36** -.05 .34** .12 .48** 1 量 .48** .03 .49** .10 .56** .44** 1 比较 .46** .13 .36** .12 .55** .52** .59** 1 形状 .52** .10 .42** .04 .58** .35** .61** .59** 1 空间 .62** .04 .53** .07 .53** .44** .64** .65** .60** 1 社会 .49** .04 .55** -.03 .55** .41** .59** .55** .50** .73** 1 物质材料 .58** .05 .46** .10 .63** .43** .55** .61** .63** .69** .70** 1 数量 .56** .02 .53** .03 .48** .39** .60** .54** .51** .76** .74** .63** 1 时序 .50** .08 .40** .08 .51** .39** .61** .56** .54** .71** .71** .72** .68** 1 基本概念 .58** .08 .54** .24* .80** .72** .79** .81** .82** .72** .65** .72** .63** .65** 1 表 4 学前民族儿童入学认知准备预测变量的回归分析
被预测变量 预测变量 回归系数 标准误差 标准回归系数 t值 F值 相关系数 标准化决定系数 入学准备基本概念 PPVTc4 EVTc4 .35.21 .09.07 .40.31 3.73***2.88** 29.11*** .64 .40 入学准备整体概念 PPVTc4 EVTc4 1.811.04 .00.00 .48.35 5.06***3.73*** 51.98*** .75 .55