本文選題：城市留守兒童 + ICT��； 參考：《中國特殊教育》2017年10期

【摘要】：城市留守兒童是近年來人們逐漸開始關注的群體,他們是擁有城市戶籍但父母一方或雙方由于工作或其他原因長期不在一起生活的孩子。相比農村留守兒童,他們所獲得的關注更少,但卻同樣面臨許多教育困境。本研究采用追蹤研究的方式對大連某小學一個班級的49名學生在入學后30個月內的33110篇寫作文本進行分析。其中包含10名城市留守兒童和39名非留守兒童的寫作表現進行比較分析,同時對比課標要求以及其他研究在傳統(tǒng)環(huán)境下建立的小學識字量及寫作能力常模,結果發(fā)現:(1)在ICT環(huán)境下學生生字使用量和寫作篇幅發(fā)展速度較快,預計均能較早地完成小學階段識字任務。(2)城市留守兒童在小學階段初始語言發(fā)展水平與非留守兒童存在顯著差距,但發(fā)展速度不存在顯著差異;(3)學生學習投入水平對其寫作篇幅影響顯著,并且相比非留守兒童,城市留守兒童在ICT環(huán)境中的學習投入對寫作篇幅發(fā)展的影響更大;(4)通過將ICT嵌入教育環(huán)境中能夠有效提高教育質量,幫助弱勢群體構建有效ICT環(huán)境有助于教育公平的實現。
[Abstract]:Urban left-behind children are gradually concerned in recent years. They are children with urban household registration but one or both parents are not living together for a long time because of work or other reasons. They receive less attention than rural left-behind children, but also face many educational dilemmas. This study analyzed 33110 writing texts of 49 students in a class of a primary school in Dalian within 30 months after entering school. The writing performance of 10 urban left-behind children and 39 non-left-behind children were compared and compared with the curriculum requirements and other norms of primary school literacy and writing ability established in traditional environments. The results showed that under the environment of ICT, students' usage of new words and writing space developed faster. It is expected that all of them will be able to complete the literacy task of primary school earlier. (2) there is a significant difference between the initial language development level of urban left-behind children and that of non-left-behind children in primary school. However, there is no significant difference in the speed of development. (3) the level of students' learning input has a significant impact on the writing space, and compared with the non-left-behind children, The study input of urban left-behind children in ICT environment has a greater impact on the development of writing space. By embedding ICT into the educational environment, the quality of education can be effectively improved, and the construction of an effective ICT environment for the disadvantaged groups will be helpful to the realization of educational equity.
【作者單位】： 北京師范大學中國基礎教育質量監(jiān)測協同創(chuàng)新中心;中國教育科學研究院德育與心理特教研究所;
【基金】：國家社會科學基金教育學青年課題“利用信息技術促進留守兒童全面發(fā)展的實證研究”(項目批準號:CCA130135)
【分類號】：B844.1

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本文編號：1802012