华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2015, Vol. 33 ›› Issue (2): 25-33.doi: 10.16382/j.cnki.1000-5560.2015.02.004

• 教育理论 • 上一篇    下一篇

新疆民族儿童学前双语语义发展与入学认知准备的相关研究

周兢,张莉,闵兰斌   

  1. (1. 华东师范大学中国文字研究与应用中心，上海 200062； 2. 华东师范大学学前与特殊教育学院，上海 200062； 3. 新疆师范大学教育科学学院，新疆 830054
  • 出版日期:2015-06-20 发布日期:2015-09-19
  • 通讯作者: 周兢,张莉,闵兰斌
  • 作者简介:周兢,张莉,闵兰斌
  • 基金资助:

    教育部人文社会科学重点研究基地重大项目 “新疆学前儿童汉语读写能力萌发与早期汉字习得”(11JJD740024).

The Relationship between Bilingual Semantic Development and Cognitive School Readiness of Uygur Children

ZHOU Jing & ZHANG Li & MIN Lanbin   

  1. Center for Chinese Research and Application, East China Normal University; Preschool and Special Education School, East China Normal University, Shanghai 200062; College of Educational Science, Xinjiang Normal University, Xinjiang 830054
  • Online:2015-06-20 Published:2015-09-19
  • Contact: ZHOU Jing & ZHANG Li & MIN Lanbin
  • About author:ZHOU Jing & ZHANG Li & MIN Lanbin

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摘要： 研究聚焦探讨少数民族学前儿童双语发展与入学认知准备的经验互动。以新疆4-6岁维吾尔族学前儿童为对象，采用汉语和维语PPVT，EVT和Bracken工具，测查儿童双语的理解性语义水平、表达性语义水平和入学认知水平。研究发现新疆学前民族儿童的汉语和维语语义水平呈现良好的发展态势，但不同教育质量幼儿园儿童的两种语义发展水平存在明显差异；经过三年的学前双语教育，民族儿童的入学认知准备整体概念水平的通过率水平均达到50%以上；而在认知基本概念方面和认知综合概念子项目上存在不均衡现象，提示学前教育课程教学内容进一步检视的需要；学前民族儿童汉语理解性语义水平和表达性语义水平，与入学认知准备均呈现显著正相关状态，而儿童汉语理解性语义水平和表达性语义水平对入学认知准备具有显著预测作用。研究由此证明，学前阶段少数民族儿童的双语学习，对儿童的认知发展具有良好的促进作用。

关键词: 学前民族儿童, 双语语义发展, 入学认知准备

Abstract: This study explores the relationship between Uygur children’s bilingual semantic development and cognitive school readiness. By adopting measures of PPVT and EVT in both Mandarin and the Uygur language, the study examines receptive and expressive language and cognitive school readiness of Uygur children aged between 4 and 6 years. Findings show that the semantic development in both Mandarin and the Uygur language in Uygur children is significant. Still, there is a remarkable difference in bilingual semantic development of children from kindergartens at different quality levels. Uygur children achieve over 50% of the cognitive school readiness concepts after three years of bilingual education. However, their command of concepts in different School Readiness Composite (SRC) subscales and comprehensive subscales varies greatly, implying that attention should be paid to including some concepts in the curriculum for young children. The correlational analysis demonstrates that the relationship between children’s receptive language or expressive language and cognitive school readiness is positively significant and further, the former two are strong predictors of children’s readiness skills. The study indicates that bilingual learning of Uygur children during early years facilitates their cognitive development.

Key words: preschool Uygur children, bilingual semantic development, cognitive school readiness