论文部分内容阅读
目的：了解厦门市学龄前儿童智能开发情况，探讨影响智能发展的因素。方法：采用整群分层抽样法，抽取不同类型的幼儿园及散居儿童，应用龚耀先等主编Ｃ－ＷＹＣＳＩ手册的方法测试。结果：儿童的智能发展及智商分布构成比呈正态分布，符合儿童智能发育规律；在性别上男女童间智能发展无明显差异；集体儿童得分明显优于散居儿童，其中公办幼儿园得分高于单位办、民办幼儿园。在极超常、边界、智力缺损儿童中，其智力发育与父母的文化层次、职业状况有一定的关系，与母孕状况、出生时异常及过早与父母分离有重要关系。结论：早期教育及学龄前教育对儿童的智能开发具有显著的促进作用，为了儿童的身心健康，既要重视智力因素，也不能忽视非智力因素。
Objective: To understand the intelligent development of preschool children in Xiamen and to explore the factors that affect the development of intelligence. Methods: Cluster stratified sampling method was used to extract different types of kindergartens and diaspora children. The method was tested by the method of C-WYCSI manual compiled by Gong Yaoxian et al. Results: The children’s intelligence development and IQ distribution constitute a normal distribution which accords with the law of children’s intelligence development. There is no significant difference in the intelligence development between boys and girls in gender. The score of group children is obviously better than that of scattered children, and the score of public kindergarten is higher than the unit Office, private kindergarten. In extremely extraordinary, borderline, and mentally retarded children, their intellectual development has a certain relationship with their parents’ cultural level and occupational status, and has an important relationship with the mother’s pregnancy status, abnormal birth and premature separation from their parents. Conclusion: Early education and pre-school education have significant effects on the development of children’s intelligence. For children’s physical and mental health, they should not only pay attention to intelligence factors but also non-intelligence factors.