學(xué)齡前兒童基本動作技能與學(xué)習(xí)品質(zhì)的關(guān)系研究

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中圖分類號：G804.22 文獻(xiàn)標(biāo)識碼：A 文章編號：1009-9840（2025）03-0050-07

Abstract： To clarify the relationship between Fundamental Movement Skills （FMS） and learning quality in preschool children， a cluster sampling method was used to conduct on-site assessments of 449 preschoolers. Statistical analyses， including independent samples t-tests， Pearson partial correlation analysis， and multilevel linear regression models， were conducted. The results indicated that both FMS and learning quality improved with age（ P<0.001 ），while no significant gender differences were observed（ P>0.05） . The development of learning quality was unbalanced across its dimensions： learning attitude improved the fastest， followed by competence motivation， while attention/persistence developed more slowly. Correlation analysis revealed significant associations between FMS and learning quality （ R=-0.132 to -0.424，P< 0.001），with locomotor FMS showing the strongest correlation （ R=-0.424 ， P<0.001 ）， followed by object control FMS （ R=-0.262，P<0.001） ，and stability FMS showing the weakest correlation （ R=-0.132 ， P<0.001 ） . Regression analysis further demonstrated that bilateral symmetrical locomotor FMS had the strongest predictive efect on learning quality （ B=-0.079 ， P<0.001 ），followed by unilateral fine object control FMS （ B=-0.034 ， P< 0.001 ）. Asymmetrical static stability FMS significantly predicted attention/persistence only（ B=-0.002 ， P<0.001 ）. Overall， the FMS that significantly predicted learning quality were generally characterized by high levels of coordination， control， repeatability， coherence，and continuity， whereas those relying primarily on speed or dynamic output had weaker predictive effects.

Key words： fundamental movement skills; learning quality; preschool children; motor coordination

學(xué)習(xí)品質(zhì)是確保兒童做好人學(xué)準(zhǔn)備最為關(guān)鍵的問題之一，對其未來的學(xué)業(yè)成就和終身發(fā)展具有深遠(yuǎn)影響[1]。（剩余14111字）