中国社区医师
中國社區醫師
중국사구의사
Chinese Community Doctors
2014年
31期
152-153,155
,共3页
婴幼儿%生物生态微观系统%多元智能发展%动态测评%开放式教学
嬰幼兒%生物生態微觀繫統%多元智能髮展%動態測評%開放式教學
영유인%생물생태미관계통%다원지능발전%동태측평%개방식교학
Infants%Micro system of bioecology%Multiple intelligent development%Dynamic assessment%Open teaching
目的：通过实践探索婴幼儿多元智能发展的促进因素。方法：随机抽取在儿童保健门诊就诊的婴幼儿，年龄1～36个月，随机分为门诊组、早教组。在早教组的家庭和早期教育发展中心同时构建生物生态微观系统，对早教组进行动态测评及开放式教学。定期复查两组生理发展、认知发展、心理社会性发展。结果：教学前两组对比，差异无统计学意义(χ2＜3.84，P＞0.05)。教学后早教组阳性百分率较高，差异有统计学意义(χ2＞3.84，P＜0.05)。结论：生物生态微观系统、动态测评、开放式教学、“支架”式辅助、气质的拟合优度是婴幼儿多元智能发展的促进因素。
目的：通過實踐探索嬰幼兒多元智能髮展的促進因素。方法：隨機抽取在兒童保健門診就診的嬰幼兒，年齡1～36箇月，隨機分為門診組、早教組。在早教組的傢庭和早期教育髮展中心同時構建生物生態微觀繫統，對早教組進行動態測評及開放式教學。定期複查兩組生理髮展、認知髮展、心理社會性髮展。結果：教學前兩組對比，差異無統計學意義(χ2＜3.84，P＞0.05)。教學後早教組暘性百分率較高，差異有統計學意義(χ2＞3.84，P＜0.05)。結論：生物生態微觀繫統、動態測評、開放式教學、“支架”式輔助、氣質的擬閤優度是嬰幼兒多元智能髮展的促進因素。
목적：통과실천탐색영유인다원지능발전적촉진인소。방법：수궤추취재인동보건문진취진적영유인，년령1～36개월，수궤분위문진조、조교조。재조교조적가정화조기교육발전중심동시구건생물생태미관계통，대조교조진행동태측평급개방식교학。정기복사량조생리발전、인지발전、심리사회성발전。결과：교학전량조대비，차이무통계학의의(χ2＜3.84，P＞0.05)。교학후조교조양성백분솔교고，차이유통계학의의(χ2＞3.84，P＜0.05)。결론：생물생태미관계통、동태측평、개방식교학、“지가”식보조、기질적의합우도시영유인다원지능발전적촉진인소。
Objective:To explore the promoting factors for multiple intelligent development of infants in practice.Methods:Infants aged 1~36 months were selected from the outpatient department and were randomLy divided into the outpatient groups and the early education group.Micro system of bioecology of the early education group was set up both in the family and early education development center and the early education group accepted dynamic assessment and carried out open teaching.The physical development,cognitive development,psychosocial development of the two groups were measured repeatedly.Results:There was no significant difference between the two groups before open teaching(χ2<3.84,P>0.05).The positive percent of the early education group was higher after open teaching(χ2>3.84,P<0.05).Conclusions:Micro system of bioecology,dynamic assessment, open teaching,scaffolding type assist,goodness-of-fit of temperament are promoting factors for infants multiple intelligent development.
