学前一年幼儿入学语言准备的城乡比较研究

A Comparative Study of Preschool Children's Language Readiness for Primary School Enrollment in Urban and Rural Areas

入学语言准备是预测后续学业成绩的有力指标之一，提高儿童的入学语言准备水平有助于缩小儿童发展的阶层差距和城乡差距，促进实现教育公平。对浙江、江西和四川三省108所幼儿园中的1359名学前一年幼儿进行了入学语言准备状况测查并比较了城乡差异发现，城乡学前一年幼儿语言发展普遍存在不同步、不均衡现象。无论是城市还是县城、乡镇、农村的幼儿，在听-动转换、细微差异识别、汉字结构意识、前阅读技能等维度上的发展水平都优于其他维度，阅读理解和口语表达能力发展水平最差；城乡学前一年幼儿入学语言准备存在极其显著的差异，而且差异体现在入学语言准备的各个维度上。城市和县城幼儿入学语言准备水平显著高于乡镇和农村幼儿。应尽快普及学前一年教育，优先在乡镇和农村地区有质量地普及学前一年教育。

Language readiness is a valid predictor of later school achievement. Improving children＇s language readiness is helpful for bridging the gap in learning outcomes of children with different social economic status and in urban and rural areas. The study investigated the language readiness of 1359 preschool children from 108 kindergartens in Zhejiang， Jiangxi， Sichuan provinces. The results show that the development of preschool children in both urban and rural areas was not synchronic and balanced across different domains of language readiness. Children in both urban and rural areas showed more advanced development in the domains of integration of listening and movement， recognition of slight difference， awareness of structure of Chinese characters and pre-reading skills than that in other domains， with reading comprehension and speaking skills the least developed; the performance of children in urban areas was significantly better than those in rural areas in each domain of language readiness. Children from cities and counties had much higher level language readiness that those from towns and villages. It is suggested to popularize one-year preschool education and priorities should he given to towns and villages for high quality preschool education.