幼兒學(xué)習(xí)品質(zhì)之概念辨析

摘要： 學(xué)習(xí)品質(zhì)對(duì)幼兒現(xiàn)在和將來的學(xué)習(xí)與發(fā)展都有重要影響。然而,"學(xué)習(xí)品質(zhì)"作為一個(gè)總稱性定義,目前沒有單一的、公認(rèn)的定義,這導(dǎo)致對(duì)學(xué)習(xí)品質(zhì)的內(nèi)涵與結(jié)構(gòu)要素的理解缺乏清晰的描述,進(jìn)而無法很好地指導(dǎo)相關(guān)實(shí)踐。通過對(duì)"學(xué)習(xí)品質(zhì)"概念提出與發(fā)展的歷史梳理,本研究發(fā)現(xiàn)"學(xué)習(xí)品質(zhì)"源自美國麗蓮·凱茲教授關(guān)于"學(xué)習(xí)傾向"的論述,后成為美國"入學(xué)準(zhǔn)備"的重要領(lǐng)域之一。"學(xué)習(xí)品質(zhì)"與學(xué)習(xí)傾向、學(xué)習(xí)行為、學(xué)習(xí)風(fēng)格、學(xué)習(xí)相關(guān)社會(huì)技能、學(xué)習(xí)力等相近概念不同,它并不指向具體的知識(shí)、技能與情感,而是跨領(lǐng)域的系列行為與態(tài)度,對(duì)學(xué)業(yè)成就起著間接作用,可以后天培養(yǎng)。對(duì)學(xué)習(xí)品質(zhì)概念的辨析有助于相關(guān)研究在厘清概念的基礎(chǔ)上得以深化,進(jìn)而為教育工作者提供準(zhǔn)確的理論支持。
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.