摘要
家长参与对儿童学习有着重要影响。本研究从家长对儿童作业支持、亲子互动、制定规则、处理冲突策略以及学习情感支持等维度,采用潜在类别分析方法对所调查的12575名家长参与儿童学习情况进行分类,得到四种家长参与类型,分别是支持型、一般型、严厉型、放养型,并发现家长的社会经济地位越高,家长参与程度越高,不过严厉型家长的学习情感支持最低且最专制。儿童的学习结果由高到低依次为支持型、一般型、放养型、严厉型,说明家长参与程度越高,儿童的学习结果越好;家长对儿童的情感支持比其对儿童学习的直接参与更重要,这意味着即使家长无力参与孩子的学习,仍然可以通过对孩子的情感支持来提升孩子在校的学习竞争力。由于学习结果的差异是教育长期累积的结果,家长参与已然在儿童教育的各个阶段发挥作用,同时由于家长教养方式的相对稳定,父母参与儿童学习的类型也相对固定,因而本研究建议从学龄前阶段开始,家长就应注重为儿童提供学习支持,尤其要重视对儿童学习兴趣和学习习惯的培养;重视亲子互动的质量,而不仅仅是简单的陪伴;注重创设民主协商的家庭氛围,当亲子之间发生冲突时应注意倾听儿童的想法,给予儿童情感支持,提高儿童自信心和社会适应性。
Parental involvement （PI） at home has the largest influence on children＇s learning. This study used latent class analysis （LCA） to identify different PI styles in children＇s study at home in a representative sample of 12,575. Five dimensions of PI were used in LCA： homework support, parent-child interaction, setting rules, the strategies of dealing the conflict between parent and child, and emotional support. Four distinctive subgroups of PI at home were identified： supportive, permissive, restrictive, and neglectful. Results showed significant difference in family SES and academic achievement between each PI style. The degree of PI and the family SES from the highest to lowest was supportive, permissive, restrictive, and neglectful, however, the restrictive PI had the lowest degree of emotional support. The academic achievement from highest to lowest was supportive, permissive, neglectful, and restrictive. The results suggested that PI in children＇s emotional support was more important than PI in children＇s study. PI in emotional support might weaken the influence of family SES on children＇s academic achievement.
作者
黄小瑞
安桂清
Xiaorui Huang;Guiqing An(The Institute of Curriculum and Instruction,East China Normal University,Shanghai 200062 China)
出处
《学前教育研究》
CSSCI
北大核心
2018年第11期40-49,共10页
Studies in Early Childhood Education
基金
教育部人文社会科学研究青年基金项目"初中生学习焦虑指数及预警机制研究"(批准号:16YJC880020)
作者简介
通讯作者：黄小瑞，华东师范大学课程与教学研究所讲师，博士，E-mail：xrhuang@kcx．eenu．edu．cn
