基于诊断的幼儿园教育策略

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"这篇学术论文‘A diagnostic-prescriptive approach to preschool education’由MABEL E. HAYES 和 MYRON H. DEMBO来自南加州大学撰写，探讨了诊断性-处方性的学龄前教育方法。文章指出，诸如Frostig Developmental Tests of Visual Perception、Illinois Test of Psycholinguistic Abilities和Auditory Discrimination Test等评估工具激发了针对学龄前儿童学习障碍的基于诊断的课程项目的研究。研究表明，最有效的学龄前项目是那些具有高度具体和结构化的认知活动的项目，这些项目已被证明可以提升学龄前儿童的语言能力和智力发展。然而，教师在将心理测量师的数据和心理学术语转化为具体的教育实践时往往面临挑战。" 这篇论文深入研究了如何利用诊断工具来设计适应性学龄前教育方案。Frostig Developmental Tests of Visual Perception关注视觉感知能力，Illinois Test of Psycholinguistic Abilities则评估语言心理技能，而Auditory Discrimination Test用于检测听觉辨别力，这些工具被用来识别学龄前儿童的学习困难。通过这些工具收集的数据有助于制定针对个体需求的个性化教育计划。论文指出，高度结构化和专注于认知发展的教育计划在提升学龄前儿童的语言能力方面表现出色。例如，Kames, Hodgins, & Teska (196s)以及Spicker, Hodgges, & AlcCandless (1966)的研究显示，此类计划能有效增强儿童的语言技能。此外，Iiarnes & Hodgins (1969)的调查结果表明，这样的教育方式可以提高他们的智力功能。尽管如此，Oakland (1969)提出，将心理评估结果转化为实际教学策略时存在一些局限性。教师可能难以理解心理测量数据和专业术语，并将其转化为课堂上的具体教学活动。这暗示了教育者需要与心理学专家更紧密地合作，以确保诊断结果能够有效地转化为有效的教学实践。这篇论文强调了诊断工具在学龄前教育中的重要性，并探讨了如何将这些工具的发现应用于设计有目标的教育计划，同时指出了将研究成果转化为教学实践过程中的挑战。

DIAGNOSTIC-PRESCRIPTIVE APPROACH TO

PRESCHOOL EDUCATION

MABEL

HAYES AND MYRON

DEMBO

University

Southern

California

Available diagnostic instruments such as the Frostig Developmental Tests

Visual Perception (Frostig,

1963),

the Illinois Test of Psycholinguistic Abilities

(Ahcarthy

Kirk,

1963),

and the Auditory Discrimination Test (Wepman,

1958)

have stimulated research studies on diagnostically-based curriculum programs

for

children with learning disorders at the preschool level.

Results of numerous investigations appear to indicate that the most effectivc

pre-school programs are those with the most specific and structured cognitive

activities (DiLorenzo

Salter,

1968).

These structured programs have been shown

to improve the language abilities of preschoolers (Kames, Hodgins,

Teska,

196s;

Spicker, Hodges,

AlcCandless,

1966)

and increase their intellectual functioning

(Iiarnes

Hodgins,

1969).

Oakland

(1969),

in discussing some limitations in using diagnostic-prescriptive

instruments, stated that teachers often cannot translate the psychometrist’s data

and psychological terminology into

specific remedial plan tailored to meet the

child’s strengths and weaknesses. He recommended that in-service programs be

initiated to increase teachers’ sophistication in both measurement and evaluation,

that they may play a greater role in translating diagnostic data into effective

remedial programs.

The objectives

the present investigation were consistent with Oakland’s

recommendation; the ITPA was used to diagnose the language developmental

patterns of preschool children, and teachers were trained to use this information

to provide an instructional program based on

curriculum developed around the

subtests

the

ITPA.

The purpose of the study was to determine whether this

diagnostic-prescriptive program would improve the school readiness of disad-

vantaged preschoolers as determined by test scores on the Caldwell Preschool

Inventory.

METHOD

The

were

32 3-,

4-,

and 5-year-old disadvantaged children selected from

state-funded preschool administered by the University

Southern California with a

total enrollment of

students. Students with poor attendance records, severe

emotional problems,

inability to speak English were excluded from the investi-

gation.

Since the students at the preschool were already divided into three age groups

for instruction with two teachers in each group,

for the experimental and control

groups were selected from each of these intact groups. In addition, one teacher

from each

the three groups was selected randomly to work with the experi-

mental

Ss.

All

were administered the Peabody Picture Vocabulary Test. A stratified

sampling

intelligence test scores was used to assign the students to treatment

groups, resulting in

in the control

81.8)

and

in the experimental

~4.9)

groups.

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基于诊断的幼儿园教育策略

Mann, P. H., Suiter, P. A., & McClung, R. M. (1987). Handbook in diagnostic-prescriptive teaching (3rd ed.). Boston: Allyn & Bacon, 579 pp., [dollar]24.75 (paper)

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