The purpose of the study was to examine the current developmental level of science knowledge performance of 4-to-5-year old preschool children in Guangdong Province and associated attributing factors. Stratified random sampling was used to select 277 preschool children in Guangdong Province. Preschool children’s science knowledge performance was individually assessed using the Science Knowledge Response Sheet. A series of quantitative statistical analysis were conducted to identify (1) the overall science knowledge performance of preschool children in Guangdong Province; (2) differences in children’s science performance based on gender and quality rating of kindergartens; and (3) family and teachers variables that might predict children’s science knowledge performance. The results showed that: (1) the overall developmental level of science performance of preschool children in Guangdong Province was slightly above “passing”; (2) statistical differences exist in children’s science performance based on gender and quality rating of kindergartens; and (3) many factors including children’s socioeconomic status and education level of teachers do affect children’s science development. Meanwhile, the author identified potential educational and cultural reasons that might help to explain the findings. Finally, recommendations are provided for promoting children’s science knowledge performance. VI

本研究的目的在於考查廣東省 4—5 歲學前兒童科學知識水準的現狀，深入 剖析影響學前兒童科學知識水準的因素。採用分層隨機抽樣法，抽取廣東省中 山市、肇慶市的 29 所幼稚園中的 277 名 4—5 歲中班幼兒作為主要被試，同時 接受研究調查的還有幼兒父母、主班教師、園長。運用量化研究方法，分別考 查了廣東省 4—5 歲學前兒童科學知識測試得分的狀況，不同性別、不同等級幼 稚園的幼兒之間科學知識水準的差異，影響幼兒科學知識水準的因素。結果發 現：（1）廣東省 4—5 歲幼兒的科學知識水準總體處於及格水準；（2）幼兒的 科學知識水準存在性別差異和幼稚園等級差異；（3）幼兒的科學知識水準受家 庭社會經濟地位、教師受教育程度的影響。同時，筆者就各個因素影響幼兒科 學知識水準的原因展開了討論，並提出了相關建議，以期提高幼兒的科學知識 水準。