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新疆民族儿童学前双语语义发展与入学认知准备的相关研究

周兢 张莉 闵兰斌

周兢, 张莉, 闵兰斌. 新疆民族儿童学前双语语义发展与入学认知准备的相关研究[J]. 华东师范大学学报(教育科学版), 2015, 33(2): 25-33. doi: 10.16382/j.cnki.1000-5560.2015.02.004
引用本文: 周兢, 张莉, 闵兰斌. 新疆民族儿童学前双语语义发展与入学认知准备的相关研究[J]. 华东师范大学学报(教育科学版), 2015, 33(2): 25-33. doi: 10.16382/j.cnki.1000-5560.2015.02.004
ZHOU Jing, ZHANG Li, MIN Lanbin. The Relationship between Bilingual Semantic Development and Cognitive School Readiness of Uygur Children[J]. Journal of East China Normal University (Educational Sciences), 2015, 33(2): 25-33. doi: 10.16382/j.cnki.1000-5560.2015.02.004
Citation: ZHOU Jing, ZHANG Li, MIN Lanbin. The Relationship between Bilingual Semantic Development and Cognitive School Readiness of Uygur Children[J]. Journal of East China Normal University (Educational Sciences), 2015, 33(2): 25-33. doi: 10.16382/j.cnki.1000-5560.2015.02.004

新疆民族儿童学前双语语义发展与入学认知准备的相关研究

doi: 10.16382/j.cnki.1000-5560.2015.02.004
基金项目: 

教育部人文社会科学重点研究基地重大项目“新疆学前儿童汉语读写能力萌发与早期汉字习得” 11JJD740024

  • 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。
  • Williams KT. Expressive vocabulary test. Circle Pines, Minn.:American Guidance Service, 1997.
  • 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。
  • 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。
  • Kagan S L, Moore E, Bredekam S. Reconsidering children's early development and learning:Toward common views and vocabulary. Washington, DC:National Education Goals Panel, 1995;NEGP. Getting a good start in school. Washington, DC.:Author, 1997
  • Hill N. Parenting and academic socialization as they relate to school readiness:The roles of ethnicity and family income. Journal of Educational Psychology, 2001, 93(4):686-697;Saltaris C. Psychopathy in juvenile offenders:Can temperament and attachment be considered as robust developmental precursors? Clinical Psychology Review. 2002,22(5):729-752.
  • Traronotana M G, Hooper S R, Seizer S C, Research on the preschool prediction of later academic achievement:A review. Developmental Review, 1988, 8:89-146;Baydar N, Brooks-Gunn J, Furstenberg F F. Early warning signs of functional illiteracy:Predictiors in childhood and adolescence. Child Development, 1993, 64:815-29; Brooks-Gunn J. Do you believe in magic? What can we expect from early childhood intervention programs?. Social Policy Report of the Society for Research in Child Development, 2003, 17(1);Hair E, Halle T, Terry-Humen E, Lavelle B, Calkins J. Children's school readiness in the ECLS-K:Predictions to academic, health, and social outcomes in first grade. Early Childhood Research Quarterly, 2006,21:431-454.
  • McCarton C M, Brooks-Gunn J, Wallace I F, Bauer C R, Bennett F C, Bernbaum J C, Broyles S, Casey P H, McCormick M C, Scott D T, Tyson J, Tonascia J, Meinert C L. Results at Age 8 Years of Early Intervention for Low-Birth-Weight Premature Infants. Journal of the American Medical Association, 1997, 277(2):126-132.
  • Gorey K M. Early childhood education:A meta-analytic affirmation of the short and long-term benefits of educational opportunity. School Psychology Quarterly, 2001, 16(1):9-30.
  • Magnuson K A,Waldfogel J. Early Childhood Care and Education:Effects on Ethnic and Racial Gaps in School Readiness. The Future of Children, 2005, 15(1):69-180.
  • 华东师范大学儿童语言研究中心:《表达性词汇测试—维语版》, 2011b.
  • 刘延东:《儿童发展是中国梦和美国梦不可或缺内容》,引自,东方网,http://news.eastday.com/eastday/13news/node2/n4/n6/u7ai192954_K4.html,2013年。
  • La Paro K M,Pianta R C. Predicting children’s competence in the early school years, A meta-analytic review. Review of Educational Research, 2000, 70(4):443-484.
  • 华东师范大学儿童语言研究中心:《毕保德图片词汇测试—维语版》,2011a.
  • Gredler G R. Early childhood education-assessment and intervention, What the future holds. Psychology in the Schools, 2000, 37(1):73-79.
  • 辛宏伟:《3-6岁维吾尔族儿童汉语语言发展研究》,上海:华东师范大学博士论文,2011年。
  • Haycraft (Ed). Second language reading and vocabulary learning. Norwood, NJ:Ablex, 1978;Nation I S P. Teaching and Learning Vocabulary. New York:Newburry house Publishers, 1990;Laufer B. The development of Passive and Active Vocabulary in a Second Language:Same or Different? Applied Linguistic, 1998, (2).
  • Gullo D F, Burton C B. Age of entry, preschool experience, and sex as antecedents of academic readiness in kindergarten. Early Childhood Research Quarterly, 1992, 7:175-186.
  • Kurdek L A, Sinclair R J. Psychological, family, and peer predictors of academic outcomes in first-through fifth-grade children. Journal of Educational Psychology.2000, 92(3):449-457.

The Relationship between Bilingual Semantic Development and Cognitive School Readiness of Uygur Children

  • 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。
    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. Reconsidering children's early development and learning:Toward common views and vocabulary. Washington, DC:National Education Goals Panel, 1995;NEGP. Getting a good start in school. Washington, DC.:Author, 1997
    6)  Hill N. Parenting and academic socialization as they relate to school readiness:The roles of ethnicity and family income. Journal of Educational Psychology, 2001, 93(4):686-697;Saltaris C. Psychopathy in juvenile offenders:Can temperament and attachment be considered as robust developmental precursors? Clinical Psychology Review. 2002,22(5):729-752.
    7)  Traronotana M G, Hooper S R, Seizer S C, Research on the preschool prediction of later academic achievement:A review. Developmental Review, 1988, 8:89-146;Baydar N, Brooks-Gunn J, Furstenberg F F. Early warning signs of functional illiteracy:Predictiors in childhood and adolescence. Child Development, 1993, 64:815-29; Brooks-Gunn J. Do you believe in magic? What can we expect from early childhood intervention programs?. Social Policy Report of the Society for Research in Child Development, 2003, 17(1);Hair E, Halle T, Terry-Humen E, Lavelle B, Calkins J. Children's school readiness in the ECLS-K:Predictions to academic, health, and social outcomes in first grade. Early Childhood Research Quarterly, 2006,21:431-454.
    8)  McCarton C M, Brooks-Gunn J, Wallace I F, Bauer C R, Bennett F C, Bernbaum J C, Broyles S, Casey P H, McCormick M C, Scott D T, Tyson J, Tonascia J, Meinert C L. Results at Age 8 Years of Early Intervention for Low-Birth-Weight Premature Infants. Journal of the American Medical Association, 1997, 277(2):126-132.
    9)  Gorey K M. Early childhood education:A meta-analytic affirmation of the short and long-term benefits of educational opportunity. School Psychology Quarterly, 2001, 16(1):9-30.
    10)  Magnuson K A,Waldfogel J. Early Childhood Care and Education:Effects on Ethnic and Racial Gaps in School Readiness. The Future of Children, 2005, 15(1):69-180.
    11)  华东师范大学儿童语言研究中心:《表达性词汇测试—维语版》, 2011b.
    12)  刘延东:《儿童发展是中国梦和美国梦不可或缺内容》,引自,东方网,http://news.eastday.com/eastday/13news/node2/n4/n6/u7ai192954_K4.html,2013年。
    13)  La Paro K M,Pianta R C. Predicting children’s competence in the early school years, A meta-analytic review. Review of Educational Research, 2000, 70(4):443-484.
    14)  华东师范大学儿童语言研究中心:《毕保德图片词汇测试—维语版》,2011a.
    15)  Gredler G R. Early childhood education-assessment and intervention, What the future holds. Psychology in the Schools, 2000, 37(1):73-79.
    16)  辛宏伟:《3-6岁维吾尔族儿童汉语语言发展研究》,上海:华东师范大学博士论文,2011年。
    17)  Haycraft (Ed). Second language reading and vocabulary learning. Norwood, NJ:Ablex, 1978;Nation I S P. Teaching and Learning Vocabulary. New York:Newburry house Publishers, 1990;Laufer B. The development of Passive and Active Vocabulary in a Second Language:Same or Different? Applied Linguistic, 1998, (2).
    18)  Gullo D F, Burton C B. Age of entry, preschool experience, and sex as antecedents of academic readiness in kindergarten. Early Childhood Research Quarterly, 1992, 7:175-186.
    19)  Kurdek L A, Sinclair R J. Psychological, family, and peer predictors of academic outcomes in first-through fifth-grade children. Journal of Educational Psychology.2000, 92(3):449-457.
  • 图  1  入学认知准备基本概念和入学认知准备综合概念的测试项目

    图  2  学前民族儿童汉语和维语的理解性语义与表达性语义发展的追踪情况分析

    图  3  学前民族儿童入学准备发展状况

    图  4  普通园和优质园儿童入学准备认知基本概念各项得分

    图  5  普通园与优质园儿童入学准备综合概念各项得分

    图  6  干预组和控制组儿童入学准备基本概念各项得分

    图  7  干预组和控制组儿童入学准备综合概念各项得分

    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 195 195 115 85
    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
    下载: 导出CSV

    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%
    下载: 导出CSV

    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
    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
    .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
    下载: 导出CSV

    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 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
    下载: 导出CSV
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  • 刊出日期:  2015-06-30

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