混合年龄组的益处外文翻译资料

混合年龄组的益处

原文作者 ERIC Digest 单位 ERIC Clearinghouse on Elementary and Early Childhood Education Urbana IL

摘要：本摘要由教育资源信息中心ERIC创建。有关ERIC的更多信息，请联系ACCESS ERIC 1-800-LET-ERIC Goodlad和Anderson，他们在1959年引入了无年级小学的现代概念，提高了我们对年龄是儿童准备好学习经历的粗略指标这一事实的认识。Goodlad和Anderson的想法最初主要是根据能力而不是年龄来组织孩子，从而以不同的方式使群体同质化！我们已经认识到，混合年龄组的好处是基于这样一个假设，即一组儿童内部的差异可以带来丰富的智力和社会效益。Goodlad和Anderson使用的术语“未分级”和“未分级”表明了我们在混合年龄环境中不做的事情，将儿童按年龄分为年级组，但他们无法描述我们试图做的事情。使用“混合年龄组”一词可能会更好地表达这一点儿童年龄范围大于一岁、有时大于两年、有时大于一岁的混合年龄组旨在优化混合儿童本身的教育潜力。虽然人类通常不是一窝一窝出生的，但我们似乎坚持认为他们应该在窝里接受教育。孩子们在学校和托儿所（尤其是学龄前儿童）集体度过的时间，相当于在孩子醒着的大部分时间里，取代了家庭和自发的社区团体，成为孩子之间互动的环境。越来越多的儿童被剥夺了他们在自然混合年龄组中曾经拥有的信息和能力模型。随着年龄的增长，儿童群体的异质性也在增加，儿童群体的知识和能力也在增加。

关键词：合作；中小学教育；混合年龄分组；同伴关系；教师对学生的期望；师生关系；养育

一、培养的机会

当我们要求一个五岁的孩子容忍一个四岁的孩子第一次笨手笨脚地穿上夹克，或者一个六岁的孩子感激一个五岁的孩子早期的阅读努力时，我们就开始了家长教育。我们的幼儿需要真实的环境，在这种环境中，他们的养育倾向可以得到体现和加强。此外，在大龄儿童的鼓励、安慰和养育下，当他们自己成为一个群体中的年长者时，年幼的孩子将能够模仿他们的年长同学。孩子们不仅需要机会观察和模仿各种各样的能力，还需要机会在同龄人中找到同伴，以不同的方式匹配、补充或补充他们的兴趣。

二、学习方式

单一年龄组似乎给孩子和老师带来了巨大的规范压力，他们希望所有孩子都拥有相同的知识和技能。在同一年龄组中，有一种倾向是惩罚未能达到规范期望的儿童。没有证据表明，一组年龄均在12个月以内的儿童可以在同一天、同一时间以同样的方式学习同样的东西。在同一年龄组的儿童中存在着广泛的知识和技能，这表明，如果过度使用整组教学，可能不会最好地服务于儿童的学习。另一方面，一个群体的年龄跨度越大，成年人和儿童本身可能接受和容忍的行为和表现的范围就越广。在混合年龄组中，教师更有可能解决差异，不仅是孩子之间的差异，而且是每个孩子内部的差异。例如，在混合年龄组中，孩子在数学方面领先于同龄同龄人是可以接受的，但在阅读或社交能力方面落后于同龄同龄人，反之亦然。

关于社会福利的研究表明，孩子们很早就对不同的年龄组产生了不同的期望。实验表明，即使是一个三岁的孩子，当在假设的情境中看到年龄较大和年龄较小的孩子的照片时，也会给年龄较大的孩子分配不同于年龄较小的孩子的行为。例如，年幼的孩子将教育、领导、帮助和同情的角色分配给年幼的孩子，而年幼的孩子将帮助和指导的需要分配给年幼的孩子。因此，在混合年龄组中，年幼的孩子认为年长的孩子能够做出贡献，而年长的孩子认为年幼的孩子需要他们的贡献。这些相互强化的观念创造了一种预期的合作氛围，对孩子们以及那些觉得自己在做所有的付出的老师们都是有益的。

增加年龄范围会自动增加可用教师的数量，尤其是对于年幼的儿童。当孩子扮演其他孩子的老师角色时，可能会出现一个潜在的问题，即一些较大的孩子会给较小的孩子错误的信息、糟糕的建议或错误的建议。当教师观察这种互动时，他们可以从学习中受益，因为两个孩子都需要额外的帮助，他们可以纠正任何交流的错误信息。实验结果表明，在同一年龄组或混合年龄组中，年龄较大的儿童会自发地促进其他儿童的行为。另一方面，在一个单一年龄的三合会中，同样的孩子会自发地变得专横，并倾向于采取一种高人一等的态度。当要求年龄从7岁到9岁或9岁到11岁的儿童群体做出决定时，他们会经历一个达成共识的过程，与同年龄组的儿童相比，他们的组织陈述和领导行为要多得多。当同样的孩子在同一年龄段处理相同类型的任务时，有更多关于欺凌行为的报道。其他亲社会行为，如给予帮助和分享，在混合年龄组中更为常见。话轮转换更顺畅，混合年龄组的人比单一年龄组的人有更大的社会责任感和对他人的敏感性（Chaseamp; Doan，1994）。

对一组四岁和五岁儿童的观察发现，当老师要求不遵守课堂规则的大一点的孩子提醒小一点的孩子规则是什么时，大一点的孩子自己的“自我调节行为”得到了改善。年龄较大的孩子可能会变得非常专横，但老师有责任在任何群体中抑制孩子的专横。

三、社会参与

在混合年龄组中，较年幼的儿童能够参与和参与远比他们独自发起的复杂活动。一旦年长者发起了活动，年轻者就可以参与，即使他们不可能发起活动。研究表明，混合年龄组可以为社交不成熟的儿童提供治疗环境。较年幼的孩子会比同龄的同伴更快地拒绝年龄较大的不成熟的孩子。较年幼的孩子会让较大的孩子比同龄的孩子更单纯（Katz等人，1990年）。

四、对智力的益处

甚至四岁的孩子也会自发地改变说话方式，以适应听众的年龄。他们会改变句子的长度、语气和使用的单词。对认知发展的研究表明，当互动儿童处于不同的理解水平时，无论他们的年龄如何，认知冲突都会发生。如果两个孩子正在做一项任务，一个理解得很好，另一个不理解，后者可能会从前者那里学习，如果他或她非常理解任务，如果他们争吵。只有当一个人很好地理解某件事时，解释才能在争论中发生变化（Katz等人，1990年）。

五、风险和担忧

对儿童进行分组的每一种方法都有风险。混合年龄组的一个问题是确保年幼的儿童不会被年龄较大或能力更强的儿童压垮。通过鼓励孩子们相互寻求解释、指导和安慰，教师在最大限度地发挥年龄混合的潜在好处方面发挥着重要作用。

老师还可以鼓励大一点的孩子给小一点的孩子读故事，听小一点的学生读故事。一般来说，老师也可以鼓励年幼的孩子承担责任。老师可以鼓励大一点的孩子不要沾沾自喜于他们高超的技能，而是对他们的阅读能力、为他们写东西的能力、解释东西的能力、向他们展示如何使用电脑的能力、帮助他们找到东西的能力、帮助他们穿好衣服出门的能力等感到满意。

老师可以向大一点的孩子展示如何保护自己不被小一点的孩子纠缠，例如，对小一点的孩子说，“我现在帮不了你，但我会尽快完成我正在做的事情。”教师还可以帮助年幼的孩子学会接受自己的局限性，以及他们在整体计划中的位置，并鼓励年幼的孩子思考他们在工作或活动中可以扮演的角色和适当的级别。基本的期望是孩子们相互尊重和关心（Lipsitz，1995）。

当老师劝阻大一点的孩子不要称小一点的孩子为“哭哭啼啼的婴儿”或“小傻瓜”时，他们有助于抵制年龄刻板印象的诱惑。每隔一段时间，你就会看到一位老师对一个行为不端的一年级学生说“这种行为属于幼儿园”老师仍然希望一年级的学生在课间休息时对幼儿园的学生友善，乐于助人，尽管他或她刚刚听到幼儿园的学生以一种居高临下的方式谈论他们！一个混合年龄组可以提供一个环境，在这个环境中，教育孩子们不仅要欣赏他们自己最近的理解或行为水平，还要欣赏他们自己的进步，培养发展的连续性。

外文文献出处：埃里克小学和幼儿教育信息中心

附外文文献原文

The Benefits of Mixed-Age Grouping. ERIC Digest.

ERIC Development Team

www.eric.ed.gov

Table of Contents

If youre viewing this document online, you can click any of the topics below to link directly to that section.

The Benefits of Mixed-Age Grouping. ERIC Digest.......................... 1

OPPORTUNITY TO NURTURE.............................................. 2WAYS OF LEARNING......................................................... 2SOCIAL PARTICIPATION.....................................................4INTELLECTUAL BENEFITS.................................................. 4RISKS AND CONCERNS..................................................... 4REFERENCES.................................................................. 5

ERIC Identifier: ED382411 Publication Date: 1995-05-00 Author: Katz, Lilian G.

Source: ERIC Clearinghouse on Elementary and Early Childhood Education Urbana IL.

The Benefits of Mixed-Age Grouping. ERICDigest.

THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCESINFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACTACCESS ERIC 1-800-LET-ERIC

Goodlad and Anderson, who introduced the modern notion of the non-gradedelementary school in 1959, raised our awareness of the fact that age is a crudeindicator of what learning experiences children are ready for. Implementation of

ED382411 1995-05-00 The Benefits of Mixed-Age Grouping. ERIC Digest. Page 1 of 6

www.eric.ed.gov ERIC Custom Transformations Team

Goodlad and Andersons ideas originally consisted largely of organizing children ingroups by ability rather than by age, thereby homogenizing groups in a different way!We have come to understand that the benefits of mixed-age grouping rest on theassumption that the differences within a group of children can be a source of richintellectual and social benefits. The terms 'ungraded' and 'nongraded' used byGoodlad and Anderson suggest what we do NOT do in mixed-age settings separatechildren into grade groups by age but they fail to describe what we try TO do. That maybe better conveyed by the use of the term 'mixed-age grouping.' A mixed-age

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ED382411 1995-05-00 The Benefits of Mixed-Age Grouping. ERIC Digest.

ERIC Development Team

www.eric.ed.gov

Table of Contents

If youre viewing this document online, you can click any of the topics below to link directly to that section.

The Benefits of Mixed-Age Grouping. ERIC Digest.......................... 1

OPPORTUNITY TO NURTURE.............................................. 2WAYS OF LEARNING......................................................... 2SOCIAL PARTICIPATION.....................................................4INTELLECTUAL BENEFITS.................................................. 4RISKS AND CONCERNS..................................................... 4REFERENCES.................................................................. 5

ERIC Identifier: ED382411 Publication Date: 1995-05-00 Author: Katz, Lilian G.

Source: ERIC Clearinghouse on Elementary and Early Childhood Education Urbana IL.

The Benefits of Mixed-Age Grouping. ERICDigest.

THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCESINFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACTACCESS ERIC 1-800-LET-ERIC

Goodlad and Anderson, who introduced the modern notion of the non-gradedelementary school in 1959, raised our awareness of the fact that age is a crudeindicator of what learning experiences children are ready for. Implementation of

ED382411 1995-05-00 The Benefits of Mixed-Age Grouping. ERIC Digest. Page 1 of 6

www.eric.ed.gov ERIC Custom Transformations Team

Goodlad and Andersons ideas originally consisted largely of organizing children ingroups by ability rather than by age, thereby homogenizing groups in a different way!We have come to understand that the benefits of mixed-age grouping rest on theassumption that the differences within a group of children can be a source of richintellectual and social benefits. The terms 'ungraded' and 'nongraded' used byGoodlad and Anderson suggest what we do NOT do in mixed-age settings separatechildren into grade groups by age but they fail to describe what we try TO do. That maybe better conveyed by the use of the term 'mixed-age grouping.' A mixed-age group ofchildren in which the childrens age range is larger than a year sometimes two yearsand sometimes more is intended to optimize the educative potential of the mixture itself.

Although humans are not usually born in litters, we seem to insist that they be educatedin them. The time that children spend in groups in schools and child care centers,particularly for preschoolers, amounts to replacing families and spontaneousneighborhood groups as contexts for child-to-child interaction for large portions ofchildrens waking hours. More and more children are deprived of the information andmodels of competencies that once were available to them in natural mixed-age groups.The intention of mixed-age grouping in early childhood settings is to increase theheterogeneity of the group so as to capitalize on the differences in the experience,knowledge, and abilities of the children.

OPPORTUNITY TO NURTURE

When we ask a five-year-old to be tolerant of a four-year- olds first fumbling efforts toput on his or her jacket, or a six-year-old to be appreciative of a five-year-olds earlyefforts to read, we have the beginnings of parent education. Our young children needreal contexts in which their dispositions to be nurturing can be manifested andstrengthened. Furthermore, the young children who are encouraged, comforted andnurtured by older children will be able to emulate their older classmates when theythemselves become the older ones in a group. Children need opportunities not only toobserve and imitate a wide range of competencies, but also to find companions amongtheir peers who match, complement, or supplement their interests in different ways.

WAYS OF LEARNING

Single-age groups seem to create enormous normative pressures on the children andthe teacher to expect all the children to possess the same knowledge and skills. Thereis a tendency in a homogeneous age group to penalize the children who fail to meetnormative expectations. There is no evidence to show that a group of children who areall within a twelve-month age range can be expected to learn the same things, in thesame way, on the same day, at the same time. The wide range of knowledge and skillsthat exists among children within a single-age group suggests that whole-groupinstruction, if overused, may not best serve childrens learning.

On the other hand, the wider the age span in a group, the wider the range of behavior

Page 2 of 6 ED382411 1995-05-00 The Benefits of Mixed-Age Grouping. ERIC Digest.

ERIC Resource Center www.eric.ed.gov

and performance likely to be accepted and tolerated by the adults as well as by thechildren themselves. In a mixed-age group, a teacher is more likely to addressdifferences, not only between children but within each individual child. In a mixed-agegroup, it is acceptable for a child to be ahead of his or her same-age peers in math, forexample, but behind them in reading, or social competence, or vice versa.

Research on social benefits indicates that children very early associate differentexpectations with different age groups. Experiments have shown that even athree-year-old, when shown pictures of older and younger children in hypotheticalsituations, will assign different kinds of behavior to an older child than to a youngerchild. For instance, younger children assign to older children instructive, leadership,helpfu

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