教师和家长关于儿童入学准备观念的调查研究

本研究对218名家长和370名教师进行了问卷调查。从身体和运动发展、情绪和社会性发展、学习方式、言语发展、认知发展和一般知识基础、家庭6个维度,考察了家长和教师对儿童入学准备的看法,并比较了家长、幼儿教师和小学教师对儿童入学准备观念的差异。结果发现:(1)整体上看,家长、幼儿教师和小学教师最重视身体健康、注意力、教养方式、自信心、学习兴趣、会听课等方面的问题;(2)幼儿教师和小学教师有关儿童入学准备的观念比较接近,而小学教师相对重视服从权威、父母教育程度、文明礼貌、自我中心和表达能力等方面的问题;幼儿教师相对重视抗挫折能力、亲子关系、学习态度、自我控制、身体健康等方面的问题;(3)家长与教师的观念在整体上存在显著差异。     

儿童社会观点采择与分享行为关系的研究

本研究选取幼儿园大班、小学一、二、三年级共240名被试,每个年级各60名,男女各半,考察儿童的社会观点采择能力与分享行为的关系。结果发现:(1)社会观点采择的发展对儿童的分享行为有影响,其中主要是认知观点采择对实际分享行为的影响;(2)儿童分享行为的发展有阶段性;(3)儿童认知观点采择和情感观点采择的发展在幼儿园大班,二者之间存在较显著的差异,到了一、二、三年级二者之间无显著差异。     

小学儿童英语课堂学习焦虑发展及其与教师教育行为的关系

运用《外语课堂学习焦虑量表》和《教师教育行为问卷》对399名3～6年级小学儿童英语课堂学习焦虑及他们知觉到的英语教师的教育行为进行了考察。结果发现:(1)小学儿童英语课堂学习焦虑随年级升高而逐渐增长,五、六年级儿童在交际畏惧、考试焦虑、否定评价恐惧方面的得分都显著高于三、四年级儿童;(2)交际畏惧和考试焦虑是我国小学阶段儿童的主要焦虑类型;(3)在英语课堂学习焦虑的三个维度上,男女生差异均不显著;(4)教师的消极反应与评价、鼓励与帮助是预测学生英语课堂学习焦虑的重要变量。研究结果表明,学校、教师和家长应重点关注高年级学生的课堂学习焦虑情况,加强情感疏导,并且教师要多给予学生积极的评价,有助于降低学生的课堂焦虑情绪。     

小学儿童入学准备的类型及其与学校适应关系的研究

对北京市389名儿童入学准备的类型进行研究,探讨不同入学准备类型儿童的特点,并通过追踪数据考察儿童入学准备类型对其一学期后学校适应的影响。结果表明:(1)入学准备可以分为入学准备良好、身体健康和动作技能准备不足、身体健康和动作技能突出/其他领域准备不足和入学准备综合不足四种类型;(2)女生入学准备良好型的比例显著高于男生,而身体健康和动作技能准备不足型、入学准备综合不足型的比例显著低于男生;(3)城区儿童入学准备良好型的比例显著高于郊区,而入学准备综合不足型的比例显著低于郊区;(4)入学准备良好型儿童的学校适应好于身体健康和动作技能准备不足型和入学准备综合不足型,入学准备综合不足型的学校适应最差。     

小学学习不良儿童言语交际策略理解水平及其发展特点

采用言语交际策略认知结构访谈故事情境,考察了小学3~6年级学习不良儿童言语交际策略理解水平的发展以及言语行为对其策略理解的影响。被试为两所普通小学儿童,其中学习不良117名,一般儿童124名。结果表明：学习不良儿童言语交际策略理解水平在总体发展上显著落后于一般儿童,但滞后仅存在于意图表达间接程度较高的暗示策略上。其次,在不同言语行为类别上发展趋势不同。对于礼貌请求策略,学习不良儿童不存在显著年级差异,而一般儿童则表现出随年级的增长而逐步提高的趋势;对于委婉应答策略,学习不良儿童存在显著的年级差异。     

小学三～五年级儿童类比问题解决及策略运用发展

以270名小学三~五年级儿童为被试,采用问题解决类比任务范式,探讨了小学儿童类比问题解决及策略运用的发展趋势.结果发现:(1)在儿童类比问题解决质量的发展方面,不同年级儿童差异显著,四年级儿童成绩最好;而儿童类比问题解决速度则随着年级增高而加快;(2)儿童类比策略发展更符合混合模型;随着年级发展,儿童初级、中级和高级类比策略运用逐渐增加,而非类比策略运用渐少;儿童类比策略发展的“飞跃”发生在四到五年级之间;儿童策略运用的发展呈现出多样性、竞争性、适应性的特点.     

小学一年级儿童入学准备状况及其家庭危险和保护因素的研究

以北京市某郊区310名儿童为研究对象,考察儿童的入学准备现状,并进一步探讨入学准备不足儿童的家庭危险和保护因素。结果发现:(1)儿童入学准备整体不足的比例为15.80%,各领域准备不足的比例依次为身体健康和动作技能(20.30%)、认知和一般知识(20.00%)、学习方式(19.70%)、情绪和社会性(17.70%)以及言语发展(13.90%)。(2)儿童(7岁)在入学准备整体和学习方式、言语发展领域的准备状况好于年龄较大儿童(≥7岁)。女生的身体健康和动作技能准备好于男生。(3)父母高学历、权威教养方式和户外互动是儿童入学准备不同领域的保护因素,专制和放任教养方式是其不同领域的危险因素。     

7～11岁儿童分享行为的发展

采用同伴评价、自我评价、教师评价法,考察小学一、三、五年级共128名7—11岁儿童分享行为的发展。结果发现：(1)由教师评价的小学儿童的分享行为在小学一、三年级无显著差异,从三年级到五年级,得分显著下降;学生自我评价的分享行为在一、三年级呈上升趋势,在三、五年级问呈下降趋势;(2)根据教师评价,一年级小学生在游戏分享和物品分享上的得分最高,学习分享次之,心理分享最少;对三、五年级小学生来说,游戏分享与物品分享行为逐渐退居次要位置,而让位给心理分享和学习分享行为;(3)教师对小学生分享行为的评价与学生自我评价之问有0．26的相关;教师评价与同伴提名之间有0．37的相关：而学生自我评价与同伴提名之间无显著的相关。     

小学儿童假设检验思维策略的发展

采用自创的“固定样例”程序,利用自行设计的两种不同任务的图形推理材料,研究了小学儿童假设检验策略的发展。550名不同年级的被试参加了本研究：结果发现,在该研究条件下：(1)答案存在多种可能性的任务Ⅰ明显难于答案确定的任务Ⅱ;(2)小学儿童假设检验能力随年级提高而增长,但增长的速度因任务不同而不同;(3)随着年级的提高,小学儿童使用的不成功策略逐步下降,成功策略显著上升,但这也受任务不同的影响;(4)固定样例程序较好地克服了变化样例程序所带来的假设检验研究的缺陷。     

小学儿童在空间概念中的内隐学习

本研究以一、三、五年级小学儿童为被试,探查小学儿童在不同学习模式下空间概念的发展情况。研究结果如下:(1)不同学习模式下,儿童的认知发展呈现不同的趋势;(2)随认知任务难度的增加,不同学习模式的成绩出现差异;(3)不同学习模式下,不同难度任务的成绩存在差异。     

Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders' vocabulary and early reading outcomes

Using an ecological model, this study explored the effects of distal and proximal sources of influence on students' learning. We first examined three markers of teacher qualification — elementary education credential, years of education, and years of experience — on observed classroom practices across three dimensions — warmth/responsivity, control/discipline, and time spent on academic activities — as they related to children's vocabulary and early reading skills. We then examined the impact of this core system embedded in a larger system that included children's vocabulary and word recognition skills prior to school entry, their home and preschool learning environments, and family SES. Results, using structural equation modeling, revealed that students whose teachers were more warm and responsive and who spent more time in academic activities demonstrated stronger vocabulary and decoding skills at the end of first grade. Teachers with more years of education interacted with students more responsively but, surprisingly, their students had weaker early reading skills. Overall, students' language and letter-word recognition scores when they were 54 months of age, their home learning environment and family SES accounted for most of the variability in vocabulary and early reading scores at the end of first grade. Implications of the multiple and concurrent sources of influence on students' language and literacy development are discussed.     

教师变量对小学生数学学习观影响的多层线性分析

32名小学数学教师与这些教师所教班级的1691名学生参与了本研究.两个测量工具评价了教师的数学学科知识与学科教学知识,对教师的55节数学课进行了录像;并按照学习任务的认知水平与课堂对话的特点进行了编码,采用问卷法测查了学生对数学学习的看法与态度.多水平分析表明:教师的学科教学知识、课堂学习任务的认知水平、课堂师生对话的权威来源与教师运用学生想法的程度对学生数学学习观具有显著预测作用;教师的学科知识对学生数学学习观的预测未达到显著性水平.     

家庭学习环境对儿童早期学业和社会技能的作用

家庭学习环境作为个体出生后最先接触到的学习环境,对个体早期乃至未来一生的发展都有重要作用。本研究以181名年龄在53~67个月的学前儿童及其母亲为被试,考察了家庭学习环境对儿童早期语言、数学和社会技能的作用。结果发现:(1)控制个体性别、年龄后,家庭学习环境对儿童早期语言、数学和社会技能的解释率分别为9.2%、4.4%和9.6%,均大于家庭社会经济地位和学前教育经历对三方面技能的解释率;(2)进一步控制家庭社会经济地位和学前教育经历后,家庭学习环境仍可显著预测个体早期语言、数学和社会技能,解释率分别为7.4%、3.2%和8.5%;(3)家庭学习环境的不同方面与儿童早期发展不同方面的关系不同。其中,家庭学习活动是儿童早期语言和数学技能的重要预测变量,丰富生活经验是儿童早期社会技能的重要预测变量。     

A Teacher-Consultation Approach to Social Skills Training for Pre-Kindergarten Children: Treatment Model and Short-Term Outcome Effects

This study evaluated the post-treatment outcome effects of a classroom-based social skills program for pre-kindergarten children, using a teacher-consultation model. The pre-K RECAP (Reaching Educators, Children, and Parents) program is a semi-structured, cognitive-behavioral skills training program that provides teachers with in-classroom consultation on program implementation and classroom-wide behavior management. Data on children's social skills and behavior problems were collected from parents and teachers at pre- and post-treatment, for 149 children aged 4–5 years (of whom 56% were girls). Significant treatment effects were found for teacher but not parent reports, with treatment group children improving significantly more than comparison group children in their teacher-rated social skills and internalizing and externalizing problems. These results provide some preliminary support for the efficacy of the program on children's social skills and behavior problems, and for a teacher-consultation model for training teachers to implement school-based mental health programs.     

Primary school teacher outcomes from online professional development for physical literacy: A randomised controlled trial

IntroductionPrimary (or elementary) school teachers are often relied upon to provide children with opportunities for physical literacy development; however, many of these teachers feel they lack the skills to effectively promote or ‘teach’ physical literacy. We examined the effects of an online physical literacy professional development program—relative to receiving widely-available online resources or continuing with ‘normal’ practice—on primary school teachers’ physical literacy knowledge and application.MethodsA parallel three-arm randomised controlled trial in which 92 primary school teachers were assigned to (a) an online professional development program designed to support teachers’ physical literacy instructional skills (‘intervention’), (b) receive widely-available online physical literacy resources (‘comparison’), or (c) a typical practice ‘control’ condition. Data were collected at baseline and following the four-week intervention period. The primary outcome was teachers’ physical literacy knowledge and application; secondary outcomes included teachers’ self-reported perceptions of confidence, values, and barriers. Between-group differences were assessed using the intention-to-treat principle with analysis of covariance accounting for demographic factors and baseline differences in the focal outcome.ResultsTeachers in the intervention arm scored significantly higher on post-intervention physical literacy knowledge and application than their counterparts in both the control (d = .47, p = .044) and comparison (d = 0.87, p = .007) arms. This pattern of differences was also observed for teachers’ value of physical literacy, autonomy support, and perceived personal barriers.ConclusionTo the best of our knowledge, this is the first adequately powered randomised controlled trial to demonstrate improvements in physical literacy instructional outcomes as a result of primary school teacher participation in targeted online professional development.     

Synthesising affect and cognition in teaching and learning

Teachers often approach teaching with an energy and enthusiasm to inspire their students with their skills and knowledge. However, when faced with students who are not fully engaged in their learning, teachers sometimes find it difficult and frustrating to communicate the subject knowledge. This paper looks at the importance of teachers reflecting regularly on their teaching with thoughts not just about the communication of subject knowledge, but combining this with the emotions and affective experiences of themselves and their students. We interviewed 11 new secondary science teachers about their first 3 years of teaching and in particular, questions were directed at their relationships in school, communication with students, the ideal lesson and reflection. Our findings revealed that teachers who were most successful when faced with adversities in the classroom, were those who appreciated that, as well as communicating subject knowledge, there is also a need for affective communication with the student. Many of the teachers we spoke to emphasised the importance of establishing a rapport with their students, and especially when they were disengaged and disinterested in learning. The data highlight the importance of conceptualising teaching and learning as encompassing both affect and cognition in order to have a balanced and healthy view of teaching, learning, the student and the school.

There can be no knowledge without emotion. We may be aware of a truth, yet until we have felt its force, it is not ours. To the cognition of the brain must be added the experience of the soul. Arnold Bennett (1867–1931)

对学生学习成绩与社会行为的交叉滞后分析

采用二元交叉滞后回归分析法考察小学四、五年级学生和初中一、二年级学生在21个月中的学校适应与学习成绩之间的关系。结果发现,在同时性测量中,由教师评价获得的中小学生的社交领导能力、定向耐挫能力、果敢性社交技能得分和同伴积极提名分数与他们的学习成绩之间均存在正相关关系,而他们的攻击破坏得分、学习适应不良得分以及小学生的同伴消极提名分均与他们的学习成绩有显著的负相关关系。二元交叉滞后回归分析结果表明,小学生在前测中的社交领导能力得分、攻击破坏得分、定向耐挫得分、学习适应不良得分、果敢性社交技能得分同伴积极和消极提名得分均可以预测21个月后的学习成绩。对中学生来说,这种预测关系只在攻击破坏行为、定向耐挫行为中存在。中小学生的害羞抑制得分和焦虑抑郁得分与他们的学习成绩之间既没有同时性的相关关系,也没有滞后性的预测关系。     

小学生创造性科学问题提出能力的发展研究

运用实验的方法,对371名小学生创造性科学问题提出能力的发展进行了研究。结果表明:(1)小学生创造性科学问题提出能力整体呈上升趋势;(2)男女生的创造性科学问题提出能力发展趋势基本相同,男生整体上要略高于女生,差异不显著;(3)小学生创造性科学问题提出能力的学校类型差异主要表现在发展趋势上,城市小学二到三年级停滞不前,乡村小学则迅速发展,之后发展趋势相同;(4)三到四年级是小学生创造性科学问题提出能力发展的“关键期”。     

新课程背景下上海市中小学教师职业角色认同的研究

本研究是在了解新课程背景所倡导的教师角色的基础上,对教师职业角色认同状况的调查和分析。结果发现：教师在职业角色认同上可以分两个组：“高认同组”和“一般认同组”。在调查的十个教师职业角色中,“教师是文化的传播者”;“教师是学生学习能力的培养者”;“教师是学生人生的引路人”处于角色认同排序的前三位,“教师是专家”、“教师是教育家”、“教师是社区型的开放的教师”处于排序的后三位,其余“教师是教育教学的研究者”;“教师是学生的心理顾问”;“教师是课程的建设者和开发者”和“教师是学者”居中。教师所处的学校类型、教师性别和是否担任行政职务,在职业角色认同上有非常显著和显著的差异。小学教师的职业角色认同要高于初中教师,初中教师又高于高中教师。女教师的职业角色认同要高于男教师。学校行政领导的职业角色认同要高于普通教师。     

小学儿童数学态度与数学成就的纵向联系：学业拖延和数学元认知的作用

为深入探讨小学儿童的数学态度、学业拖延、数学元认知与数学成就之间的纵向联系及内在作用机制,对515名三、五年级小学生进行为期半年的追踪研究。结果表明:(1)学业拖延在儿童的数学态度与数学成就之间发挥着即时和纵向中介作用;(2)不同水平数学元认知个体在纵向中介模型中“数学态度→数学成就”这一路径上存在差异。这意味着较积极的数学态度有利于减少小学儿童的学业拖延行为,进而提高其数学成就,而高数学元认知则能够监控和调节个体的数学态度,使其发挥积极作用,从而提高数学成就。该发现为有效促进儿童的数学学习提供了重要实践启示。