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城市留守儿童是近年来人们逐渐开始关注的群体,他们是拥有城市户籍但父母一方或双方由于工作或其他原因长期不在一起生活的孩子。相比农村留守儿童,他们所获得的关注更少,但却同样面临许多教育困境。本研究采用追踪研究的方式对大连某小学一个班级的49名学生在入学后30个月内的33110篇写作文本进行分析。其中包含10名城市留守儿童和39名非留守儿童的写作表现进行比较分析,同时对比课标要求以及其他研究在传统环境下建立的小学识字量及写作能力常模,结果发现:(1)在ICT环境下学生生字使用量和写作篇幅发展速度较快,预计均能较早地完成小学阶段识字任务。(2)城市留守儿童在小学阶段初始语言发展水平与非留守儿童存在显著差距,但发展速度不存在显著差异;(3)学生学习投入水平对其写作篇幅影响显著,并且相比非留守儿童,城市留守儿童在ICT环境中的学习投入对写作篇幅发展的影响更大;(4)通过将ICT嵌入教育环境中能够有效提高教育质量,帮助弱势群体构建有效ICT环境有助于教育公平的实现。
Urban left-behind children are a growing group of people who have started to pay attention in recent years. They are children who have urban domicile but have one or both parents for a long time not living together for work or other reasons. They receive less attention than rural left-behind children, but they also face many educational difficulties. This study uses a follow-up study to analyze the 33,110 written versions of 49 students in a class in a primary school in Dalian within 30 months of admission. The comparative analysis of writing performance among ten left-behind children and 39 non-left-behind children in comparison with the curricular requirements and other studies on the literacy and writing ability of primary schools established in the traditional environment showed that: (1) The use of students’ vocabulary and writing space in ICT environment are growing rapidly, and it is expected that literacy tasks for primary school will be completed earlier. (2) The level of initial language development in urban left-behind children is significantly different from that of non-left-behind children in primary school, but there is no significant difference in the speed of development; (3) The level of student learning input has a significant impact on their writing length, (4) Embedding ICT in education environment can effectively improve the quality of education and help disadvantaged groups construct effective ICT environment can contribute to the fairness of education.