CAJ | 학술논문

入学数学准备是预测儿童小学学业成绩的有力指标，提高儿童的入学数学准备水平有助于提高儿童入学后的学业成绩、缩小儿童学习与发展的阶层差距和城乡差距。对浙江、江西、四川三省的1181名学前一年幼儿入学数学准备状况的城乡差异比较发现，城乡学前一年幼儿的数学学习与发展普遍存在不同步、不均衡的现象，关系领域的学习落后于数、量、形、空间等领域的学习；总体上，城市幼儿在多个领域的表现都优于乡镇和农村幼儿，城市幼儿与县城幼儿的表现没有显著差异。在普及学前教育发展的过程中，应加强对乡镇和农村幼儿的早期补偿教育，并加强关系领域的教学。
입학수학준비시예측인동소학학업성적적유력지표，제고인동적입학수학준비수평유조우제고인동입학후적학업성적、축소인동학습여발전적계층차거화성향차거。대절강、강서、사천삼성적1181명학전일년유인입학수학준비상황적성향차이비교발현，성향학전일년유인적수학학습여발전보편존재불동보、불균형적현상，관계영역적학습락후우수、량、형、공간등영역적학습；총체상，성시유인재다개영역적표현도우우향진화농촌유인，성시유인여현성유인적표현몰유현저차이。재보급학전교육발전적과정중，응가강대향진화농촌유인적조기보상교육，병가강관계영역적교학。
Pre-school math learning outcome is one valid predictor of elementary school achievement. Improving children＇s math learning outcome is helpful for promoting children＇s school achievements and reducing the gap in learning outcomes of children with different social economic status and that in urban and rural areas. The comparison of math learning outcomes of 1181 pre-school children from Zhejiang, Jiangxi, Sichuan provinces, who would enroll in elementary school in the next year, revealed that （1） the learning outcome of pre-school children in urban and rural areas was not synchronic and balanced across different domains of math learning, and the learning about relations lagged behind that about number, quantity, shape and space; （2） generally speaking, the performance of children in cities was significantly better than those in rural areas in many domains; there was no significant difference in the performance of children in the cities and towns. It is suggested to provide early compensatory education for pre-school children in rural areas, and to improve the teaching about relations.