幼儿学习品质之概念辨析
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摘要
学习品质对幼儿现在和将来的学习与发展都有重要影响。然而,"学习品质"作为一个总称性定义,目前没有单一的、公认的定义,这导致对学习品质的内涵与结构要素的理解缺乏清晰的描述,进而无法很好地指导相关实践。通过对"学习品质"概念提出与发展的历史梳理,本研究发现"学习品质"源自美国丽莲·凯兹教授关于"学习倾向"的论述,后成为美国"入学准备"的重要领域之一。"学习品质"与学习倾向、学习行为、学习风格、学习相关社会技能、学习力等相近概念不同,它并不指向具体的知识、技能与情感,而是跨领域的系列行为与态度,对学业成就起着间接作用,可以后天培养。对学习品质概念的辨析有助于相关研究在厘清概念的基础上得以深化,进而为教育工作者提供准确的理论支持。
Approaches to Learning has an important impact on children's learning and development in the present and future."Approaches to Learning"as a general definition,there is no single and recognized definition,which leads to a lack of clear description of the understanding of the connotation and structural elements of Approaches to Learning,thus losing the specific practical significance. Based on the historical review of the concept of "Approaches to Learning", it is found that "Approaches to Learning "derives from L. G. Katz 's exposition on the concepts of " Learning Dispositions "and later becomes one of the important fields of"School Readiness"in the United States. However,Approaches to Learning is still different from Learning Dispositions, Learning Behaviors, Learning Styles, Learning-related Social Skills,Learning Power and other similar concepts. It does not point to the specific knowledge,skills,and emotions,but a series of behaviors and attitudes across domains,which plays an indirect role in academic achievement,and can be cultivated. The comparison and analysis of the concept of Approaches to Learning will help the relevant research to be deepened on the basis of clarifying the concept and provide accurate support for educators.
Approaches to Learning has an important impact on children's learning and development in the present and future."Approaches to Learning"as a general definition,there is no single and recognized definition,which leads to a lack of clear description of the understanding of the connotation and structural elements of Approaches to Learning,thus losing the specific practical significance. Based on the historical review of the concept of "Approaches to Learning", it is found that "Approaches to Learning "derives from L. G. Katz 's exposition on the concepts of " Learning Dispositions "and later becomes one of the important fields of"School Readiness"in the United States. However,Approaches to Learning is still different from Learning Dispositions, Learning Behaviors, Learning Styles, Learning-related Social Skills,Learning Power and other similar concepts. It does not point to the specific knowledge,skills,and emotions,but a series of behaviors and attitudes across domains,which plays an indirect role in academic achievement,and can be cultivated. The comparison and analysis of the concept of Approaches to Learning will help the relevant research to be deepened on the basis of clarifying the concept and provide accurate support for educators.
引文
[1][24][28][50]KAGAN S L,MOORE E,BREDEKAMP S.Reconsidering children’s early learning and development:toward common views and vocabulary[R].Washington,DC:U.S.Government Printing Office,1995:22,23,23,24.
[2]MARTON F,SALJO R.On qualitative differences in learning:Ⅰ-outcome and process[J].British Journal of Educational Psychology,1976(46):4-11.
[3]BIGGS J B.What do inventories of students’learning processes really measure?A theoretical review and clarification[J].British Journal of Educational Psychology,1993(63):3-19.
[4]DUFF A,BOYLE E,DUNLEAVY K,et al.The relationship between personality,approach to learning and academic performance[J].Personality and Individual Differences,2004,36(8):1907-1920.
[5]KATZ L G.Disposition in early childhood education[J].ERIC/EECE Bulletin,1985,18(2):1-3.
[6]KATZ L G.What should young children be learning?[J].Child Development,1987(3):1-5.
[7][22]凯兹.与幼儿教师对话:迈向专业成长之路[M].廖凤瑞,译.南京:南京师范大学出版社,2004:55-57,46-64.
[8]KATZ L G.Approaches to learning:dispositions as a dimension of school readiness[C]//KAGAN SL,MOORE E,BREDEKAMP S.Reconsidering children’s early learning and development:toward common views and vocabulary.Washington,DC:U.S.Government Printing Office,1995:23.
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[10]索长清.儿童早期学习框架中“学习品质”的比较研究[J].基础教育,2018,15(1):56-61,73.
[11]李季湄,冯晓霞.《3~6岁儿童学习与发展指南》解读[M].北京:人民教育出版社,2013:10-53.
[12]DISETH A,MARTINSEN.Approaches to learning,cognitive style,and motives as predictors of academic achievement[J].educational psychology,2003,23(2):195-207.
[13]郭可谧.试论小学语文教学中学习品质的培养[J].江西教育科研,1985(4):26-40.
[14]郑秉洳.试论学习品质[J].高教与人才,1990(5):50-54.
[15]郑秉洳.再论学习教育[J].南开教育论丛,1990(1):30-34.
[16]郑秉洳.论学习教育[M].天津:天津社会科学出版社,1996:194.
[17]班华.心育论[M].合肥:安徽教育出版社,1994:152.
[18]葛明贵,杨永平.小学生学习品质训练的实验研究[J].安徽师大学报(哲学社会科学版),1997(3):98-102.
[19]桑青松.学习心理研究[M].合肥:安徽人民出版社,2010:163.
[20]曹正善.论学习品质[J].集美大学学报(教育科学版),2001(4):14-18.
[21]KATZ L G,RATHS J D.Dispositions as goals for teacher education[J].Teaching and Teacher Education,1985,1(4):301-307.
[25][26]伍尔福克.教育心理学(原书第12版)[M].伍新春,等译.北京:机械工业出版社,2015:102;101.
[27]克瑞克维斯基.多元智能理论与学前儿童能力评价[M].李季湄,方钧君,译.北京:北京师范大学出版社,2002:236.
[29]MCDERMOTT P A,LEIGH N M,PERRY M A.Development and validation of the preschool learning behaviors scale[J].Psychology in the Schools,2002,39(4):353-365.
[30]FANTUZZO J,PERRY M A,MCDERMOTT P.Preschool approaches to learning and their relationship to other relevant classroom competencies for low-income children[J].School Psychology Quarterly,2004,19(3):212-230.
[31][36]MCCLELLAND M M,MORRISON F J.The emergence of learning-related social skills in preschool children[J].Early Childhood Research Quarterly,2003,18(2):206-224.
[32]COOPER D H,FARRAN D C.Behavioral risk factors in kindergarten[J].Early Childhood Research Quarterly,1988(3):1-19.
[33]COOPER D H,FARRAN D C.The cooper-farran behavioral rating scales[M].Brandon,VT:Clinical Psychology Publishing Co.,Inc,1991:1-39.
[34]BRONSON M B.The usefulness of an observational measure of young children’s social and mastery behaviors in early childhood classrooms[J].Early Childhood Research Quarterly,1994(9):19-43.
[35]BRONSON M B.Manual for the bronson social and task skill profile(teacher version)[M].Chestnut Hill,MA:Boston College,1996:1-6.
[37]VITIELLO V E.Executive functions and approaches to learning:relationships to school readiness in head start preschoolers[D].Coral Gables,Florid:Dissertation for the degree of Doctor of Philosophy of the University of Miami,2009:2.
[38]BUSTAMANTE A S,WHITE L J,GREENFIELD D B.Approaches to learning and school readiness in Head Start:applications to preschool science[J].Learning and Individual Differences,2017(56):112-118.
[39]陈维维,杨欢.教育领域学习力研究的现状和发展趋势[J].开放教育研究,2010,16(2):40-46.
[40]曾淑煌.教育责任与责任教育[M].厦门:厦门大学出版社,2016:191-192.
[41]柯比.学习力[M].金粒,编译.海口:南方出版社,2005:1.
[42]叶瑞祥,鲁澄南,徐志生,等.论学习力:学生学习力理论与实践研究[M].哈尔滨:哈尔滨工程大学出版社,2011:10-11.
[43]加涅,韦杰,戈勒斯,等.教学设计原理[M].王小明,庞维国,陈保华,等译.上海:华东师范大学出版社,2007:88-89.
[44]MCWAYNE C M,FANTUZZO J W,MCDERMOTT P A.Preschool competency in context:an investigation of the unique contribution of child competencies to early academic success[J].Developmental Psychology,2004,40(4):633-645.
[45]VITILLO V E,GREENFIELD D B,MUNIS P,et al.Cognitive flexibility,approaches to learning,and academic school readiness in Head Start preschool children[J].Early Education and Development,2011,22(3):388-410.
[46]NAYFELD I,FUCCILLO J,GREENFIELD D B.Executive functions in early learning:extending the relationship between executive functions and school readiness to science[J].Learning and Individual Differences,2013(26):81-88.
[47]NESBITT K T,FARRAN D C,FUHS M W.Executive function skills and academic achievement gains in prekindergarten:contributions of learning-related behaviors[J].Developmental Psychology,2015,51(7):865-878.
[48]JIHYUN S,KANDAUDA A S.Longitudinal relationship between early academic achievement and executive function:Mediating role of approaches to learning[J].Contemporary Educational Psychology,2018(54):171-183.
[49]夏雪梅.打开儿童学习的秘密:国际儿童学习研究的新进展[J].上海教育,2015(16):14-17.
[51]希森.热情投入的主动学习者:学前儿童的学习品质及其培养[M].霍力岩,房阳洋,孙蔷蔷,译.北京:教育科学出版社,2016:41-56.
[2]MARTON F,SALJO R.On qualitative differences in learning:Ⅰ-outcome and process[J].British Journal of Educational Psychology,1976(46):4-11.
[3]BIGGS J B.What do inventories of students’learning processes really measure?A theoretical review and clarification[J].British Journal of Educational Psychology,1993(63):3-19.
[4]DUFF A,BOYLE E,DUNLEAVY K,et al.The relationship between personality,approach to learning and academic performance[J].Personality and Individual Differences,2004,36(8):1907-1920.
[5]KATZ L G.Disposition in early childhood education[J].ERIC/EECE Bulletin,1985,18(2):1-3.
[6]KATZ L G.What should young children be learning?[J].Child Development,1987(3):1-5.
[7][22]凯兹.与幼儿教师对话:迈向专业成长之路[M].廖凤瑞,译.南京:南京师范大学出版社,2004:55-57,46-64.
[8]KATZ L G.Approaches to learning:dispositions as a dimension of school readiness[C]//KAGAN SL,MOORE E,BREDEKAMP S.Reconsidering children’s early learning and development:toward common views and vocabulary.Washington,DC:U.S.Government Printing Office,1995:23.
[9][23]KATZ L G.Dispositions:definitions and implications for early childhood practices.perspectives from ERIC/EECE:a monograph series,No.4[R].Washington,D C:ERIC Clearinghouse on Elementary and Early Childhood Education,Urbana,Ill,1993:1-20;2.
[10]索长清.儿童早期学习框架中“学习品质”的比较研究[J].基础教育,2018,15(1):56-61,73.
[11]李季湄,冯晓霞.《3~6岁儿童学习与发展指南》解读[M].北京:人民教育出版社,2013:10-53.
[12]DISETH A,MARTINSEN.Approaches to learning,cognitive style,and motives as predictors of academic achievement[J].educational psychology,2003,23(2):195-207.
[13]郭可谧.试论小学语文教学中学习品质的培养[J].江西教育科研,1985(4):26-40.
[14]郑秉洳.试论学习品质[J].高教与人才,1990(5):50-54.
[15]郑秉洳.再论学习教育[J].南开教育论丛,1990(1):30-34.
[16]郑秉洳.论学习教育[M].天津:天津社会科学出版社,1996:194.
[17]班华.心育论[M].合肥:安徽教育出版社,1994:152.
[18]葛明贵,杨永平.小学生学习品质训练的实验研究[J].安徽师大学报(哲学社会科学版),1997(3):98-102.
[19]桑青松.学习心理研究[M].合肥:安徽人民出版社,2010:163.
[20]曹正善.论学习品质[J].集美大学学报(教育科学版),2001(4):14-18.
[21]KATZ L G,RATHS J D.Dispositions as goals for teacher education[J].Teaching and Teacher Education,1985,1(4):301-307.
[25][26]伍尔福克.教育心理学(原书第12版)[M].伍新春,等译.北京:机械工业出版社,2015:102;101.
[27]克瑞克维斯基.多元智能理论与学前儿童能力评价[M].李季湄,方钧君,译.北京:北京师范大学出版社,2002:236.
[29]MCDERMOTT P A,LEIGH N M,PERRY M A.Development and validation of the preschool learning behaviors scale[J].Psychology in the Schools,2002,39(4):353-365.
[30]FANTUZZO J,PERRY M A,MCDERMOTT P.Preschool approaches to learning and their relationship to other relevant classroom competencies for low-income children[J].School Psychology Quarterly,2004,19(3):212-230.
[31][36]MCCLELLAND M M,MORRISON F J.The emergence of learning-related social skills in preschool children[J].Early Childhood Research Quarterly,2003,18(2):206-224.
[32]COOPER D H,FARRAN D C.Behavioral risk factors in kindergarten[J].Early Childhood Research Quarterly,1988(3):1-19.
[33]COOPER D H,FARRAN D C.The cooper-farran behavioral rating scales[M].Brandon,VT:Clinical Psychology Publishing Co.,Inc,1991:1-39.
[34]BRONSON M B.The usefulness of an observational measure of young children’s social and mastery behaviors in early childhood classrooms[J].Early Childhood Research Quarterly,1994(9):19-43.
[35]BRONSON M B.Manual for the bronson social and task skill profile(teacher version)[M].Chestnut Hill,MA:Boston College,1996:1-6.
[37]VITIELLO V E.Executive functions and approaches to learning:relationships to school readiness in head start preschoolers[D].Coral Gables,Florid:Dissertation for the degree of Doctor of Philosophy of the University of Miami,2009:2.
[38]BUSTAMANTE A S,WHITE L J,GREENFIELD D B.Approaches to learning and school readiness in Head Start:applications to preschool science[J].Learning and Individual Differences,2017(56):112-118.
[39]陈维维,杨欢.教育领域学习力研究的现状和发展趋势[J].开放教育研究,2010,16(2):40-46.
[40]曾淑煌.教育责任与责任教育[M].厦门:厦门大学出版社,2016:191-192.
[41]柯比.学习力[M].金粒,编译.海口:南方出版社,2005:1.
[42]叶瑞祥,鲁澄南,徐志生,等.论学习力:学生学习力理论与实践研究[M].哈尔滨:哈尔滨工程大学出版社,2011:10-11.
[43]加涅,韦杰,戈勒斯,等.教学设计原理[M].王小明,庞维国,陈保华,等译.上海:华东师范大学出版社,2007:88-89.
[44]MCWAYNE C M,FANTUZZO J W,MCDERMOTT P A.Preschool competency in context:an investigation of the unique contribution of child competencies to early academic success[J].Developmental Psychology,2004,40(4):633-645.
[45]VITILLO V E,GREENFIELD D B,MUNIS P,et al.Cognitive flexibility,approaches to learning,and academic school readiness in Head Start preschool children[J].Early Education and Development,2011,22(3):388-410.
[46]NAYFELD I,FUCCILLO J,GREENFIELD D B.Executive functions in early learning:extending the relationship between executive functions and school readiness to science[J].Learning and Individual Differences,2013(26):81-88.
[47]NESBITT K T,FARRAN D C,FUHS M W.Executive function skills and academic achievement gains in prekindergarten:contributions of learning-related behaviors[J].Developmental Psychology,2015,51(7):865-878.
[48]JIHYUN S,KANDAUDA A S.Longitudinal relationship between early academic achievement and executive function:Mediating role of approaches to learning[J].Contemporary Educational Psychology,2018(54):171-183.
[49]夏雪梅.打开儿童学习的秘密:国际儿童学习研究的新进展[J].上海教育,2015(16):14-17.
[51]希森.热情投入的主动学习者:学前儿童的学习品质及其培养[M].霍力岩,房阳洋,孙蔷蔷,译.北京:教育科学出版社,2016:41-56.