【摘要】 目的:研究儿童对生物的生长特性的认知,为儿童朴素生物学的存在提供实验依据,为科学的启蒙教育提供心理学依据。方法:采用实验的方法,通过图片选择任务分别考察了4-6岁城乡儿童对生物生长特性的认知。结果:1任务领域(人、动物、植物)的主效应显著(F(2,103)=56.49,P<0.01)。2城乡的主效应显著(F(1,103)=9.94,P<0.05)。3任务领悟(人、动物、植物)和城乡的交互作用显著(F(2,105)=6.31,P<0.05)。4动植物领域城乡差异显著(t(1,49)=-3.42,P<0.05;t(1,49)=-3.45,P<0.05)。结论:儿童对不同生物领域生长特性的认知存在显著差异,同时也存在一定程度的城乡差异。更多还原

【Abstract】 Concerning that the dimension of growth was regarded as the key characteristic of living things, we explored children’s cognitional development about growth cycle in the domains including human, animals and plants. What’s more,we discussed whether the living environment(in the city or in the country) had an effect on cognitive development. There are totally 105 preschoolers who were randomly selected from two primary schools located in the city and country respectively.Results: 1Domains differs significantly(F(2,103)=56.49, P<0.01). 2The living environment differs significantly(F(1,103)=9.94, P<0.05). 3Domains and the living environment interact significantly(F(2,105)=6.31, P<0.05). In conclusion,children aged 4-6years old who live in different environment perform significantly differently in three domains.更多还原