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篇名 学前教育对青少年成就发展的影响——基于CEPS数据的实证研究
並列篇名 The Impact of Preschool Education on Teenagers' Achievement Development: An Empirical Study Based on CEPS Data
作者 方超( FANG Chao) 、黄斌(HUANG Bin)
中文摘要 基于中国人民大学提供的中国教育追踪调查数据,采用倾向得分匹配法,实证检验学前教育经历对青少年成就发展的现实影响,讨论“去小学”化的现实必要性。结果发现:接受学前教育和未接受学前教育的青少年在学业表现、家庭特征与个体特征等方面存在着一定的差异;Logit模型发现了家庭人力资本存量、经济资本以及家庭规模均对学前教育参与率的提升起到积极影响,但农村青少年的学前教育参与率相对于城镇要低2.3个百分点,显示出学前教育资源在城乡间的非均衡分布;倾向得分匹配法揭示了学前教育经历对青少年的学业表现具有正向影响,尤其是对语文和数学成绩的促进作用最为明显,但提前接触小学教育内容并不能帮助青少年赢在起跑线上。
英文摘要 Based on the China Education Panel Survey data provided by the NSRC, This paper employs the method of quasi-experimental of propensity score matching to discuss the impact of preschool experience on teenagers' achievement development, and to discuss the practical necessity of de-schooling in primary education. It indicates differences in academic performance, family and individual characteristics between the teenagers who received pre-school education and those who did not. The Logit model has indicates that both the stock of family human capital, economic capital and family size have a positive impact on the increasing rate of pre-school education participation. The rate of participation of rural children in preschool education is 2.3% that is lower than that of urban children, which also indicates the unbalanced distribution of preschool education resources between urban and rural areas. The method of PSM reveals the positive impact of preschool education experience on student development, especially on the promotion of achievements in subjects of Chinese and Mathematics. However, early contact with primary education would not necessarily help the school-age children to “win at the starting line”, which implies that the influence of preschool might be overestimated.
頁次 073-082
關鍵詞 学前教育 学生发展 CEPS 倾向得分匹配 Preschool education student development Propensity Score Matching(PSM) CSSCI
卷期 16:1
日期 202002
刊名 教育學報
出版單位 北京師範大學
DOI DOI:10.14082/j.cnki.1673-1298.2020.01.009