【作者】 李琳；

【导师】 王小英；

【作者基本信息】 东北师范大学 ， 学前教育学， 2005， 硕士

【摘要】 本研究分为实验研究和个案研究两个部分。实验部分设计了两套实验方案来测察幼儿的教的水平与特点。作为对实验情境下幼儿的教的活动的补充,个案部分对两名被试在日常生活中的表现进行了观察,较为深入、具体地研究了 4-6 岁幼儿同伴间的教的活动的水平及特点。在本研究中,幼儿的教的活动可以分为 2 个水平 3 个阶段。一级水平包括单一策略阶段和多策略联合阶段。处于这一水平的幼儿认为只要自己展开了教的行为,对方就能学会。二级水平包括一个阶段即高级策略阶段。 处于这一水平的幼儿能理解自己的教的行为并不一定能带来对方学会的结果,教与学的效果还与学习者的心理状态有关。幼儿的教呈现出年龄差异和个体差异等特点。1、幼儿的教的活动离不开其心理理论能力的参与,幼儿在实际的教的过程中所表现出的心理理论水平要好于幼儿在误信念任务中所表现出的心理理论水平。2、不同年龄的幼儿在教的不同阶段使用的策略不同。4 岁幼儿在讲解阶段主要使用的是单纯示范策略;在练习阶段,主要使用动作提示和讲解与示范结合策略。5 岁和 6岁幼儿在讲解阶段主要使用讲解与示范结合策略;在练习阶段主要使用纠正错误策略。3、个别幼儿在教的过程中使用了高级策略,而他们在误信念任务中的得分也要更高一些。4、4 岁组和 5 岁组的幼儿倾向于将自己的教理解为“动作”;而 6 岁组倾向于将自己的教理解为“告诉”。5、在真实的生活情境中,幼儿的教的活动是其日常生活的一部分,这些活动的发生与展开常常是以帮助、提醒、分享知识等形式出现。6、个体拥有知识不一定发生教的行为。拥有教的动机和心理理论是个体教的活动展开的前提,而丰富的交往经验和交往技巧是个体教的活动顺利进行的保证。更多还原

【Abstract】 In order to explore level and features of teaching among children aged 4-6, authoremployed practical study and case study in this research. On the basis of the practical study,the case study tested two subjects about their daily life. The supplement of the two studiesmade the result deep and concrete. In this thesis, teaching among the preschoolers could be validated two levels and threestages. At the first level, preschoolers believed that their peers could learn how to do justbecause of their teaching. This level was divided into two stages: single-strategy stage andmulti-strategy stage. At the second level, preschoolers could understand that the result of theirteaching was concerned with the peers’ mental state. There was an advanced-strategy stage. Preschoolers’ teaching age difference and individual difference in this research. 1. The ability of theory of mind took part in preschoolers’ teaching. The level of theoryof mind showed during the teaching was higher than that showed during the false-belief tasks. 2. Preschoolers with different age used different strategies during the two periods ofteaching. The 4-year-olds employed demonstration at the explaining period as well as actionresponsiveness and demonstration accompanied by verbal explanation at the practicing period.The 5- and 6-year-olds employed demonstration accompanied by explanation at theexplaining period and correcting strategy during practicing period. 3. Few subjects used advanced strategies during the teaching progress and got higherscores in the false-belief tasks. 4. The 4-year-olds and the 5-year-olds tended to regard their teaching as action while the6-year-olds tended to regard their teaching as telling. 5. Teaching activities among preschoolers were parts of their life. These activitieshappened usually as helpness, remindness and the share of knowledge. 6. The intention of teaching and the ability of theory of mind were the proposition ofteaching. The experiences and skills of association with peers were the guarantee of thepreschoolers’ teaching.更多还原