4～6岁儿童未来时间认知教学的实验研究

【作者】 杨海燕；

【导师】 王小英；

【作者基本信息】 东北师范大学 ， 学前教育学， 2004， 硕士

【摘要】 本研究采用了实验研究的方法，在研究范式上，借鉴了Friedman的实验范式，并加以改进。增加了变量“系统教学”，旨在探究教学与儿童未来时间认知能力发展的关系。在被试的选择上，选取了4～6岁儿童，强调了儿童未来时间认知能力的发生、发展性。在实验材料的选择上，克服以往有关时间认知的研究缺乏自然性的局限，以贴近儿童生活的“快乐节日”为实验材料，较为全面地研究了4～6岁儿童未来时间的认知特点，结果表明：1．4～6儿童对未来事件的时间表征，最少有两种方式。第一种方式是：儿童能激活日常生活中相关的命题。第二种方式是：儿童对未来事件时间的理解，依赖于儿童对事件常规顺序的理解。 2． 4岁儿童未来时序的认知能力已经开始发展，随着年龄的增长，儿童时序判断的准确性逐渐提高。影响4～6岁儿童未来时序认知的相关因素有：“教学”、“年龄”和“时距”，“教学”是影响儿童未来时序认知的主要因素。 3．4～6岁儿童未来时间认知策略的发展不是以“全”或“无”的方式进行的，而是多种策略并存。儿童采用的认知策略有：“总体描述策略”、“习俗时间单元概念策略”、“点估计策略”和“猜测”。4～6岁儿童未来时间认知的主要策略是“点估计策略”和“习俗时间单元概念策略”。4．儿童未来时间认知策略的发展遵循从感性直观到抽象概括的思维发展规律。5．影响4～6岁儿童未来时间认知策略的相关因素，主要包括：“教学”和“具体的生活情境”，其中“教学”是影响儿童未来时间认知策略发展的主要因素。6．4岁儿童已经能区分未来事件的时距信息，4～6岁儿童区分未来时距的能力存在很大变化。儿童对未来时距的认知具有分段性。更多还原

【Abstract】 This study employs the experimental method. On the analyzing model, Friedman’s experimental model has been referred and further improved, which can be perceived from the following aspects. The increase of variables, which is also called the systemic teaching, aims at exploring the relationship between teaching and children’s cognitive development of time. On the participants selection, the children from 4 to 6 years old have been chosen, which emphasizes the development of children’s cognition of time and can further reveal the whole developing process of children’s cognition of time. On the selection of experimental tasks, the tasks being close to the children’s life “Happy Holiday” serve as the experimental tasks, which overcome the restriction of lacking naturalness in the analysis concerning the time cognition. Therefore, the characteristic of children’s future time cognition can be detected comprehensively. The result indicates that:1.The temporal representation of the children from 4 to 6 lies in at least two ways. The first way is that children can activate the relevant propositions in daily life. The second way is that children’s understanding of the future time depends on their comprehension of the conventional order of events. 2.Four year-old children has already developed the future time cognition. They can distinguish the time order of future events that is familiar to them in daily life. As they grow old, the veracity of their time order judgment improves. The factors that affect children’s future time cognition include teaching, age and future distances of events, among which teaching is the most important factor. 3.Children from 4 to 6 develop their future temporal representation tact in a way that much tact exists at the same time. The mainly employed cognitive tacts includes global descriptions of distances, distances in conventional unites, locations and guess, among which locations and distances in conventional unites appear to be more important. 4.The development of children’s temporal cognitive tact follows the <WP=6>thinking rule from sensory perception to abstract. 5.The factors that affect children’s temporal cognitive tact include the effect of teaching and the effect of the concrete life scene. The teaching is the most important factor that decides the children’s cognitive development. 6.The children of 4 years old can distinguish the temporal distance information of the future events. During the period from 4 to 6, children’s ability to distinguish the temporal distance is in great changes. There are subsections in children’s cognition of future temporal distance.更多还原