农村混读班早期教育现状研究
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摘要
混读班是将学龄前儿童混合在小学一年级中,对其进行“学前教育”的一种班级组织形式。尽管不少地区还存在或广泛存在混读班,但这种班级组织形式违背了国家的幼教政策,且有关农村贫困地区混读班早期教育的研究极少。
本研究以贵州省一国家级贫困县为例,采用质与量相结合的研究方法,主要采用访谈法、观察法、调查法、测查法等方法,到研究地进行了三次调研,共历时三个多月,获取了有关混读班早期教育的大量的第一手资料。基于此,分别考察了混读班早期教育的环境、课程、课堂互动、学前儿童认知准备发展状况及其对后期学业成就的影响等问题,并为混读班早期教育和贫困地区早期教育质量的提升提出了相应的建议。
四个块面的研究结果分别是:
环境为早期教育的展开提供了条件,但混读班早期教育的外部和内部环境都存在问题。在外部环境上,县和乡镇教育主管部门对混读班早期教育采取不允许、不反对、不管理学前儿童的“三无”方式;小学学校管理人员对混读班学前儿童的管理严重不足,多数小学学校对学前儿童的年龄、人数、收费等没有做出规定,对其早期教育也没有明确的期望、要求,更没有为教师提供有关的支持。与此同时,混读班早期教育的内部环境也让人担忧,这表现在:任课教师存在着师资老化、接受培训少、稳定性无法得到保证的问题;班级的空间和座位安排反映出学前儿童受到忽视,设施、图书、玩教具等资源严重匮乏:学前儿童的健康和安全需要也没有得到充分的满足和保障。
课程是实现早期教育的手段,但混读班根本没有针对学前儿童的课程体系、早期教育课程缺失,这表现在:混读班没有针对学前儿童的课程目标,教师对学前儿童的教育和发展没有明确的期望;混读班早期教育的课程内容存在完全小学化、从未为学前儿童做出相应课程安排的问题;课程实施中,教师主要采取集体授课、但不关注学前儿童的方式;混读班没有面向学前儿童的课程评价。
课堂互动、尤其是师幼互动是早期教育过程的核心,但混读班课堂互动质量极低,教师对学前儿童的情感支持、活动组织、教育支持都严重不足。相对而言,混读班中的情感支持较好,这表现在:班级中积极氛围尚好、存在的消极氛围较少,但教师对学前儿童的敏感性差,没有关注到学前儿童的观点;混读班中的活动组织较差,这表现在:教师对学前儿童的行为管理差、活动组织的产出性低、对学前儿童的教学安排极少;混读班中的教育支持尤其值得担忧,这表现在:教师对学前儿童提供的认知发展少,针对学前儿童的反馈质量差,教师对学前儿童的语言示范少、且质量差。
在上述环境、课程和课堂互动的共同作用下,混读班儿童在入学认知准备发展上严重落后,这表现在:来自混读班的儿童在入学认知准备的基本概念、综合概念和整体概念及绝大多数小项目的发展和通过率上,都落后于来自学前班和幼儿园的儿童,和散居儿童无显著差异。其次,混读班儿童在入小学一二年级后的语文、数学成就很差,这些科目的考试成绩平均分在40分左右;混读班儿童在入学认知准备发展上的落后水平预测了其较差的语文和数学成绩。
以上研究就混读班早期教育现状的四个方面进行了探讨,四个块面的研究层层深入、环环紧扣,研究结论能够相互支持和验证。以上研究证明,混读班早期教育现状和质量堪忧,贫困地区和混读班幼儿教育质量需要得到提高。
Mixed preprimary and primary 1 classes is a type of education that preschoolers study together with primary 1 children. Although this kind of classes exist in many areas, especially rural ones, they are forbidden by the policy of education in our country. Moreover, research seldom pays attention to education of this kind of classes.
Choosing an impoverished county in Guizhou Province as a research site, the researcher has conducted three phases of study and collected abundant first-hand information by using methods of interviews, observations, surveying and psychological measures. Based on these important materials, the study examines early education quality of mixed pre-primary and primary 1 classes from aspects of educational environment, curriculum, teacher-child interaction in mixed pre-primary and primary 1 classes and cognitive school readiness of preschoolers as well as its influence on children's academic achievement. Furthermore, the study puts forward suggestions toward improving early education quality in impoverished areas.
The findings are as follows:
First, though educational environment is a prerequisite for early education, problems exist in the internal and external environment. As for the external environment, though mixed classes is forbidden in policy, the government shows acquiescence to its implementation, but has no management of these children. This is the same case with primary school administrators. There are no requirements for preschoolers' age, class size and even educational fees in this kind of classes, neither expectation for early education nor support for teachers in the classes. In the meanwhile, the external environment is also far from satisfied. In specific, teachers are usually disqualified for their age and preschool teaching experience. Moreover, they have very few training opportunities. And because of poor well beings, teachers quit frequently. Furthermore, preschoolers in these classes are always arranged to sit in places that are hard to attract teachers' attention. Meanwhile, there has been a lack of faculties, books and toys in the classes. Notably, preschoolers' health and safety are not secured.
Curriculum is an important approach to early education. However, there has been no appropriate curriculum for preschoolers in the mixed classes. In specific, there have been no suitable curriculum objectives for preschoolers and no expectations for their education and development from teachers. Therefore, preschoolers in these classes use primary 1 textbooks. In the implementation of curriculum, teachers pay attention to grade 1 children whereas neglecting the preschoolers. What's more, there is no evaluation for preschoolers in these classes.
Teacher-child interaction is radical in the process of preschool education. But interaction is in low quality for mixed pre-primary and primary 1 classes as emotional support, classroom organization and instructional support are in a low level. Relatively speaking, the scores on emotional support are higher than those on the other two dimensions. In specific, teachers make a middle-level positive climate and low-level negative climate while they are rarely sensitive to preschoolers' perspectives. These classes gain low scores on classroom organization. Specifically, behavior management and productivity in these classes are in a low level. Moreover, the instructional learning formats are limited. Special concerns should be shown for instructional support in this kind of classes as teachers attach little importance to preschoolers' concept development, give low quality feedback and limited language models.
Due to low quality of educational environment, curriculum and teacher-child interaction, preschoolers in mixed pre-primary and primary 1 classes are poor in their performance in cognitive school readiness. The results demonstrate that compared with children from pre-primary classes, the only kindergarten and control group, preschoolers from the mixed classes are at the lowest level on all the items of Bracken Basic Concept Scales. Meanwhile, the preschoolers gain extremely poor marks on achievement tests of language and math when in primary 1. Furthermore, preschoolers' poor performance on cognitive readiness predicts their low level of academic achievement in language and math from grade 1 to grade 2.
The whole study explored early education in mixed pre-primary and primary 1 classes from four aspects. The content of the four sub-studies complement each other and their conclusions support each other. Findings indicate that early education in mixed pre-primary and primary 1 classes is of low quality and measures show be taken to improve early child education in impoverished areas.
本研究以贵州省一国家级贫困县为例,采用质与量相结合的研究方法,主要采用访谈法、观察法、调查法、测查法等方法,到研究地进行了三次调研,共历时三个多月,获取了有关混读班早期教育的大量的第一手资料。基于此,分别考察了混读班早期教育的环境、课程、课堂互动、学前儿童认知准备发展状况及其对后期学业成就的影响等问题,并为混读班早期教育和贫困地区早期教育质量的提升提出了相应的建议。
四个块面的研究结果分别是:
环境为早期教育的展开提供了条件,但混读班早期教育的外部和内部环境都存在问题。在外部环境上,县和乡镇教育主管部门对混读班早期教育采取不允许、不反对、不管理学前儿童的“三无”方式;小学学校管理人员对混读班学前儿童的管理严重不足,多数小学学校对学前儿童的年龄、人数、收费等没有做出规定,对其早期教育也没有明确的期望、要求,更没有为教师提供有关的支持。与此同时,混读班早期教育的内部环境也让人担忧,这表现在:任课教师存在着师资老化、接受培训少、稳定性无法得到保证的问题;班级的空间和座位安排反映出学前儿童受到忽视,设施、图书、玩教具等资源严重匮乏:学前儿童的健康和安全需要也没有得到充分的满足和保障。
课程是实现早期教育的手段,但混读班根本没有针对学前儿童的课程体系、早期教育课程缺失,这表现在:混读班没有针对学前儿童的课程目标,教师对学前儿童的教育和发展没有明确的期望;混读班早期教育的课程内容存在完全小学化、从未为学前儿童做出相应课程安排的问题;课程实施中,教师主要采取集体授课、但不关注学前儿童的方式;混读班没有面向学前儿童的课程评价。
课堂互动、尤其是师幼互动是早期教育过程的核心,但混读班课堂互动质量极低,教师对学前儿童的情感支持、活动组织、教育支持都严重不足。相对而言,混读班中的情感支持较好,这表现在:班级中积极氛围尚好、存在的消极氛围较少,但教师对学前儿童的敏感性差,没有关注到学前儿童的观点;混读班中的活动组织较差,这表现在:教师对学前儿童的行为管理差、活动组织的产出性低、对学前儿童的教学安排极少;混读班中的教育支持尤其值得担忧,这表现在:教师对学前儿童提供的认知发展少,针对学前儿童的反馈质量差,教师对学前儿童的语言示范少、且质量差。
在上述环境、课程和课堂互动的共同作用下,混读班儿童在入学认知准备发展上严重落后,这表现在:来自混读班的儿童在入学认知准备的基本概念、综合概念和整体概念及绝大多数小项目的发展和通过率上,都落后于来自学前班和幼儿园的儿童,和散居儿童无显著差异。其次,混读班儿童在入小学一二年级后的语文、数学成就很差,这些科目的考试成绩平均分在40分左右;混读班儿童在入学认知准备发展上的落后水平预测了其较差的语文和数学成绩。
以上研究就混读班早期教育现状的四个方面进行了探讨,四个块面的研究层层深入、环环紧扣,研究结论能够相互支持和验证。以上研究证明,混读班早期教育现状和质量堪忧,贫困地区和混读班幼儿教育质量需要得到提高。
Mixed preprimary and primary 1 classes is a type of education that preschoolers study together with primary 1 children. Although this kind of classes exist in many areas, especially rural ones, they are forbidden by the policy of education in our country. Moreover, research seldom pays attention to education of this kind of classes.
Choosing an impoverished county in Guizhou Province as a research site, the researcher has conducted three phases of study and collected abundant first-hand information by using methods of interviews, observations, surveying and psychological measures. Based on these important materials, the study examines early education quality of mixed pre-primary and primary 1 classes from aspects of educational environment, curriculum, teacher-child interaction in mixed pre-primary and primary 1 classes and cognitive school readiness of preschoolers as well as its influence on children's academic achievement. Furthermore, the study puts forward suggestions toward improving early education quality in impoverished areas.
The findings are as follows:
First, though educational environment is a prerequisite for early education, problems exist in the internal and external environment. As for the external environment, though mixed classes is forbidden in policy, the government shows acquiescence to its implementation, but has no management of these children. This is the same case with primary school administrators. There are no requirements for preschoolers' age, class size and even educational fees in this kind of classes, neither expectation for early education nor support for teachers in the classes. In the meanwhile, the external environment is also far from satisfied. In specific, teachers are usually disqualified for their age and preschool teaching experience. Moreover, they have very few training opportunities. And because of poor well beings, teachers quit frequently. Furthermore, preschoolers in these classes are always arranged to sit in places that are hard to attract teachers' attention. Meanwhile, there has been a lack of faculties, books and toys in the classes. Notably, preschoolers' health and safety are not secured.
Curriculum is an important approach to early education. However, there has been no appropriate curriculum for preschoolers in the mixed classes. In specific, there have been no suitable curriculum objectives for preschoolers and no expectations for their education and development from teachers. Therefore, preschoolers in these classes use primary 1 textbooks. In the implementation of curriculum, teachers pay attention to grade 1 children whereas neglecting the preschoolers. What's more, there is no evaluation for preschoolers in these classes.
Teacher-child interaction is radical in the process of preschool education. But interaction is in low quality for mixed pre-primary and primary 1 classes as emotional support, classroom organization and instructional support are in a low level. Relatively speaking, the scores on emotional support are higher than those on the other two dimensions. In specific, teachers make a middle-level positive climate and low-level negative climate while they are rarely sensitive to preschoolers' perspectives. These classes gain low scores on classroom organization. Specifically, behavior management and productivity in these classes are in a low level. Moreover, the instructional learning formats are limited. Special concerns should be shown for instructional support in this kind of classes as teachers attach little importance to preschoolers' concept development, give low quality feedback and limited language models.
Due to low quality of educational environment, curriculum and teacher-child interaction, preschoolers in mixed pre-primary and primary 1 classes are poor in their performance in cognitive school readiness. The results demonstrate that compared with children from pre-primary classes, the only kindergarten and control group, preschoolers from the mixed classes are at the lowest level on all the items of Bracken Basic Concept Scales. Meanwhile, the preschoolers gain extremely poor marks on achievement tests of language and math when in primary 1. Furthermore, preschoolers' poor performance on cognitive readiness predicts their low level of academic achievement in language and math from grade 1 to grade 2.
The whole study explored early education in mixed pre-primary and primary 1 classes from four aspects. The content of the four sub-studies complement each other and their conclusions support each other. Findings indicate that early education in mixed pre-primary and primary 1 classes is of low quality and measures show be taken to improve early child education in impoverished areas.
引文
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