城乡学前语言教育差异分析及对策研究
Study on Rural-Urban Differences of Emergent Literacy and Countermeasures
DOI: 10.12677/ML.2019.72029, PDF,  被引量    科研立项经费支持
作者: 李 琳：西北工业大学，陕西 西安
关键词: 学前教育；早期读写能力；城乡差异；叙事能力；Preschool Education； Emergent Literacy Performance； Rural-Urban Gap； Narrative Performance
摘要: 我国城乡之间经济文化等方面的巨大差异必然会导致学前教育的不平衡发展。学前语言教育作为整个学前教育最重要的环节之一，也必然受到城乡经济差异的冲击。根据对某中等发达省会城市及其周边乡村110名6岁儿童及其家庭的研究，得出结论：在早期读写能力的发展阶段，儿童的家庭对其语言能力关注程度和教育方法存在城乡差异；城乡儿童在语言叙事维度上也产生了显著性差异。针对这一状况，借鉴英国较成熟的教育经验FLP，设计有针对性的、适合我国现阶段国情和文化特色的“家庭文化水平提高计划”，可以缩小城乡儿童学前语言发展的差距。
Abstract: The study focuses on the differences of emergent literacy and preschool education between rural and urban area. 110 children aged 6 years old were selected from a city and seven villages. Questionnaire and field study were both applied. The questionnaire study aimed to find out the rural-urban differences of parents’ attention on pre-school language education. The field study aimed to find out the rural-urban differences of the children’s narrative performance. Further analysis has been presented on the methods to narrow the gap between rural and urban pre-school language education. FLP in UK has been introduced to be a trial method.
文章引用：李琳. 城乡学前语言教育差异分析及对策研究[J]. 现代语言学, 2019, 7(2): 217-223. https://doi.org/10.12677/ML.2019.72029

参考文献

[1] 国务院关于当前发展学前教育的若干意见[EB/OL]. http://www.gov.cn/zwgk/2010-11/24/content_1752377.htm, 2010-11-24.
[2] Amorsen, A. and Miller, M. (2017) Children’s Oral Language Development and Early Literacy Practices. Educating Young Children-Learning and Teaching in the Early Childhood Years, No. 1, 24-28.
[3] Snow, C.E., Tabors, P.O. and Dickinsond, K. (2001) Language Development in the Preschool Years. In: Dickinson, D.K. and Tabors, P.O., Eds., Beginning Literacy with Language, Paul Brookes, Baltimore, MD, 26.
[4] Justice, L.M., Bowles, R. and Pence, K. (2010) A Scalable Tool for Assessing Children’s Language Abilities within a Narrative Context: The NAP. Early Childhood Research Quarterly, 25, 218-234. [Google Scholar] [CrossRef] 
[5] Snow, C.E., Porche, M.V.P., Tabors, P.O., et al. (2007) Is Literacy Enough? Pathways to Academic Success. Paul H. Brookes, Baltimore, MD, 5.
[6] Griffin, T.M., Hemphill, C.L. and Wolf, D. (2004) Oral Discourse in the Preschool Years and Later Literacy Skills. First Language, 24, 123-147. [Google Scholar] [CrossRef] 
[7] 王庆环, 郑晋鸣. “农村娃”难入名校坎在哪[N]. 光明日报, 2011-08-30(06).
[8] 黄国文. 语篇分析概要[M]. 长沙: 湖南教育出版社, 1988: 147.
[9] Zevenbergen, A.A., Whitehurst, G.J. and Zevenbergen, J.A. (2003) Effects of a Shared-Reading Intervention on the Inclusion of Evaluative Devices in Narratives of Children from Low-Income Families. Applied Developmental Psychology, 24, 1-15. [Google Scholar] [CrossRef] 
[10] 陈宝国, 毕鸿燕. 儿童词汇的发展[M].
[11] 李琳. 流动儿童在城市入学的语言适应[J]. 社会科学家, 2012(2): 151-154.
[12] Taylor, D. (1993) Family Literacy: Resisting Deficit Models. TESOL Quarterly, 27, 550-553. [Google Scholar] [CrossRef] 
[13] TAO, F., Games, B. and Tarr, H. (1998) National Evaluation of the Even Start Family Literacy Program. 1994-1997 Final Report. Fu Associates Ltd., Washington, DC.
[14] Anderson, J., Anderson, A. and Sadiq, A. (2017) Family Literacy Programmes and Young Children’s Language and Literacy Development: Paying Attention to Families’ Home Language. Early Child Development and Care, 187, 644-654. [Google Scholar] [CrossRef] 
[15] Mui, S. and Anderson, J. (2008) At Home with the Johars: Another Look at Family Literacy. The Reading Teacher, 62, 234-243. [Google Scholar] [CrossRef]