【目的】 研究学龄前儿童英汉双语教学对其认知能力的影响。 【方法】 选择上海市浦东新区三所幼儿园,排除一般智能低于70的儿童,随机选择学龄前儿童120名分为双语组和对照组,每组按三个教学年级随机选取20名,比较各组儿童认知能力测试的结果。 【结果】 两组儿童在认知能力测试中各指标均随年龄增长而增长,各年级间差异有统计学意义(P<0.05)。一般智能水平总分项目上,小班及中班的双语组较对照组评分低,但差异无统计学意义(P＞0.05);而大班双语组一般智能水平总分项目评分较对照组高,且差异有统计学意义(P＜0.05)。在语言、操作、数量、记忆分量表项目上,各年级评分无统计学意义(P＞0.05)。 【结论】 接受双语教学的学龄前儿童其认知能力与非双语教学儿童相仿,英汉双语教学对其认知能力发育的影响有限。
Abstract
【Objective】 To investigate the effects of bilingual teaching on cognitive development of preschool children. 【Methods】 Three kindergartens in the same official qualification were selected. One was bilingual teaching, and other two were common ones. 120 randomly selected children aged 3 to 6 years were accepted the cognitive test respectively. Each age group had 20 children. 【Results】 With respect to intelligence Quotient, the scores of every item increased by age. There were no significant differences between two groups of the same class level(P＞0.05). The total scores of the oldest age showed significant higher than that of the monolingual group(P＜0.05). There were no significant differences between two group of other grades in other items of language, perception, quantity and memory(P＞0.05). 【Conclusions】 Preschool children in bilingual teaching kindergartens have similar cognitive development as children in general kindergartens. Bilingual education has limited influences on cognitive development in preschool children.
关键词
学龄前儿童 /
双语 /
认知
Key words
preschool children /
bilingual /
cognition
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参考文献
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基金
上海市科委重大基础研究项目(05DJ14007)
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