本文選題：幼兒園體質(zhì) + 學(xué)習(xí)品質(zhì)　； 參考：《廣州大學(xué)》2017年碩士論文

【摘要】：目前,學(xué)習(xí)品質(zhì)存在三個(gè)問題,一是人們對(duì)學(xué)習(xí)品質(zhì)的評(píng)價(jià)不準(zhǔn);二是人們對(duì)它的重要性認(rèn)識(shí)不足;三是人們對(duì)學(xué)習(xí)品質(zhì)的影響因素認(rèn)識(shí)不清。為探討幼兒學(xué)習(xí)品質(zhì)與幼兒園等級(jí)、幼兒年齡、及幼兒園辦園體制等影響因素的關(guān)系,筆者從廣州市6所幼兒園和一所小學(xué)中各抽取兩個(gè)班,共計(jì)839位兒童為研究對(duì)象,懫用《幼兒學(xué)習(xí)品質(zhì)教師評(píng)價(jià)問卷》和《幼兒學(xué)習(xí)品質(zhì)家長(zhǎng)評(píng)價(jià)量表》為研究工具,研究將學(xué)習(xí)品質(zhì)劃分為堅(jiān)持與注意、主動(dòng)性、創(chuàng)造與發(fā)明、反思與解釋、好奇與興趣這5個(gè)維度,運(yùn)用方差分析和獨(dú)立樣本t檢驗(yàn)的方法對(duì)幼兒學(xué)習(xí)品質(zhì)進(jìn)行比較研究。研究發(fā)現(xiàn),(1)幼兒園辦園體制方面,除“創(chuàng)造與發(fā)明”這一維度存在顯著差異,公辦園與民辦園幼兒的堅(jiān)持與注意,主動(dòng)性,反思與解釋,好奇與興趣均不存在顯著差異;公辦園幼兒上學(xué)前后學(xué)習(xí)品質(zhì)無(wú)明顯差異,但民辦園幼兒上學(xué)后學(xué)習(xí)品質(zhì)會(huì)明顯下降。(2)幼兒園等級(jí)方面,總體上說,幼兒園的等級(jí)越高,幼兒的學(xué)習(xí)品質(zhì)會(huì)越好。如省一級(jí)幼兒在堅(jiān)持與注意、創(chuàng)造與發(fā)明方面明顯高于市一級(jí)幼兒;省一級(jí)幼兒在創(chuàng)造與發(fā)明、反思與解釋和好奇與興趣方面明顯高于區(qū)一級(jí)幼兒;市一級(jí)幼兒在反思與解釋、好奇與興趣方面明顯高于區(qū)一級(jí)幼兒。(3)幼兒年齡方面,5-6歲大班幼兒學(xué)習(xí)品質(zhì)明顯高于中班和小學(xué)生的學(xué)習(xí)品質(zhì);6-7歲的一年級(jí)學(xué)生的堅(jiān)持與注意表現(xiàn)最差,9-10歲三年級(jí)學(xué)生主動(dòng)性最差。本研究提出了幾點(diǎn)建議:第一,加強(qiáng)政府對(duì)不同體制幼兒園,特別是對(duì)民辦園資金和政策的支持;第二,在幼兒園等級(jí)評(píng)估時(shí),可將學(xué)習(xí)品質(zhì)納入到教育質(zhì)量的評(píng)估中來;第三,幼小銜接方面,特別要關(guān)注小學(xué)生學(xué)習(xí)品質(zhì)的持續(xù)發(fā)展。
[Abstract]:At present, there are three problems in learning quality, one is that people's evaluation of learning quality is not correct, the other is that people do not know enough about its importance, and the third is that people do not know clearly the influencing factors of learning quality. In order to explore the relationship between the learning quality of children and the influence factors such as kindergarten grade, infant age and kindergarten management system, the author selected two classes from 6 kindergartens and one primary school in Guangzhou. A total of 839 children were selected as the objects of the study. By using the teacher Evaluation questionnaire for early Childhood Learning quality and the Parental Evaluation scale for Child Learning quality as research tools, the study divided learning quality into persistence and attention, initiative, creation and invention, reflection and explanation. The five dimensions of curiosity and interest were used to compare the learning quality of young children by means of ANOVA and independent sample t-test. It is found that there are significant differences in kindergarten management system except for the dimension of "creation and invention", and there is no significant difference between public and private kindergarten children's persistence and attention, initiative, introspection and explanation, curiosity and interest. There was no significant difference in learning quality before and after school, but the learning quality of children in private kindergartens decreased significantly after they went to school. Generally speaking, the higher the level of kindergarten, the better the learning quality of children. For example, children at the provincial level are obviously higher than those at the municipal level in terms of persistence and attention, creativity and invention; children at the provincial level are obviously higher than those at the district level in terms of creation and invention, reflection and explanation, curiosity and interest; and children at the municipal level reflect and explain. Curiosity and interest were significantly higher than those of district first grade children. (3) the learning quality of children aged 5 to 6 in large classes was significantly higher than that of middle class and primary school students. The students of grade 1 aged 6 to 7 had the worst performance of persistence and attention for 9 to 10 years old for three years. Class students are the least active. This study puts forward several suggestions: first, to strengthen the government's support to the funds and policies of kindergartens with different systems, especially to private kindergartens; second, to integrate learning quality into the evaluation of educational quality when evaluating the level of kindergartens; Third, the small and young convergence, especially pay attention to the continuous development of primary school learning quality.
【學(xué)位授予單位】：廣州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G612

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