CAJ | 학술논문

研究采用同伴提名法、教师和家长报告法，对农村135名一年级小学生进行了为期一年的追踪调查，在此基础上，考察了学前教育年限、母亲受教育水平与学校适应之间的关系。结果表明：（1）学前教育年限越长，小学生越多地表现出积极社会行为，但这种优势仅体现在小学入学初期；（2）母亲受教育水平越低，小学生越多地表现出敏感退缩行为和受拒绝同伴关系；（3）对于母亲受教育水平较低的小学生，学前教育年限越长，其攻击冒犯行为越多；而对于母亲受教育水平较高的小学生，学前教育年限越长，其攻击冒犯行为越少。可见，母亲受教育水平与学前教育年限相互作用，共同影响儿童发展结果，且母亲受教育水平的影响作用更为明显。
연구채용동반제명법、교사화가장보고법，대농촌135명일년급소학생진행료위기일년적추종조사，재차기출상，고찰료학전교육년한、모친수교육수평여학교괄응지간적관계。결과표명：（1）학전교육년한월장，소학생월다지표현출적겁사회행위，단저충우세부체현재소학입학초기；（2）모친수교육수평월저，소학생월다지표현출민감퇴축행위화수거절동반관계；（3）대우모친수교육수평교저적소학생，학전교육년한월장，기공격모범행위월다；이대우모친수교육수평교고적소학생，학전교육년한월장，기공격모범행위월소。가견，모친수교육수평여학전교육년한상호작용，공동영향인동발전결과，차모친수교육수평적영향작용경위명현。
The present research has probed into the relations between the pre-school education length, the maternal education level and the children＇ s school adjustment, using peer nomination, teachers＇ reports and parents＇ reports. 135 elementary school children from Grade 1 participated in the study, and they completed the questionnaires twice during one year. The findings reveal the following：（1） In the first semester, the students whose pre-school education length is longer show more positive social behaviors; （2） The students whose maternal education level is lower show more sensitive withdrawal behaviors and refused peer relationships; （3） If the maternal education level is lower and the pre-school education length is longer, these students show more attacking and offensive behaviors. If the maternal education level is higher and the pre-sehool education length is longer, these students show less attacking and offensive behaviors. The analysis shows that the maternal education level and the pre-school education length interact to jointly exert an impact on the children＇ s development in the future. And the maternal education level has a stronger impact. Therefore, attention should be paid to improving the quality of kindergarten education and its influence to family education.