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A Present Study on School Learning Style Readiness of Minority Areas in Gansu

Author: HuaLi
Tutor: ZhengMing
School: Northwest Normal University
Course: Pre-primary Education
Keywords: minority areas school readiness learning style
CLC: G759.2
Type: Master's thesis
Year: 2011
Downloads: 35
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Abstract


School readiness as a factor of children school adapting and academic achievements predicting is becoming a hotspot in international research. While learning style readiness as a branch of children school readiness is the most important , the research about it is latest and least. But the research of learning style is very necessary. Because learning style is the foundation of academic success and school adjustment , it even can forecast the future academic performance.China is a multi-ethnic country, the research of children’s school learning style readiness in minority areas of Gansu can let more people know, notice and support education in national regions. It also can offer some empirical support and reference for children’s school readiness of ethnic minorities in order to improve the children’s school readiness level in minority areas.The theoretical basis of this research is psychological critical period and ecological culture and behavioral theory. It used "School Readiness Test Battery-Approaches to learning" to explore and analyze 240 Han,Hui,and Tibetan children who were 5～6 years old. It had learned about the children’s school learning style readiness level, compared the specific differences of school learning style readiness level among Han,Hui,and Tibetan children in Gansu. The results of the study indicate that:(1) The development level of children’s school learning style readiness of minority areas in Gansu is relatively insufficient, including Hui and Tibetan children’s school learning style readiness seriously insufficient.(2) There was no significant difference in gender factor of children’s school learning style readiness of minority areas in Gansu but significant differences can be seen in gender factor of Hui children’s, the mean performance is Hui girls scored above boys.(3) Children’s cognitive ability in the minority area of Gansu is low, and significant differences can be seen in cognitive factor among Han,Hui and Tibetan children.(4) Children’s self-efficacy ability in the minority area of Gansu is low and the significant differences can not be seen in self-efficacy factor among the Han,Hui and Tibetan children. (5) Children’s metacognitive ability in the minority area of Gansu is low and itshowed an "optimism" phenomenon. The significant differences can be seen in metacognitive factor among the children of Han,Hui and Tibetan.(6) Children’s delay of gratification ability in the minority area of Gansu is high and the significant differences can not be seen in delay of gratification ability factor among the children of Han,Hui and Tibetan.(7) The average score of experimenter assessment in the minority area of Gansu is low and the significant differences can be seen in experimenter assessment among the children of Han,Hui and Tibetan.

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