干预训练对5、6岁儿童理解植物繁殖概念的影响  

Effect of Relevant Training on Understanding of Plant Reproduction in Preschoolers Aged 5 to 6

作　　者：张丽锦[1] 方富熹[1] 

机构地区：[1]中国科学院心理研究所心理健康重点实验室

出　　处：《中国心理卫生杂志》2005年第9期579-582,共4页Chinese Mental Health Journal

基　　金：国家自然科学基金资助项目(30270476)攀登计划项目(95-专-09)

摘　　要：目的:考查干预训练对学前儿童关于植物繁殖认知的影响,为儿童认知发展的领域一般性和领域特殊性之争提供实证依据。方法:采用实验组对照组前测后测设计,以临床访谈法和讲解相关领域知识的干预法从64名5、6岁儿童中筛选出48名未掌握植物繁殖概念的儿童以探查其对植物繁殖概念的掌握。然后将其中24名分入干预组,另24名为对照组。在干预训练后再比较两组对植物生殖概念的掌握情况。结果:相关领域知识的干预可以有效促进5、6岁儿童对植物繁殖的认知,且对6岁儿童的促进明显好于5岁儿童,5岁干预组的通过率比对照组多29.2%,6岁多54.1%。结论:相关领域知识的学习可以有效改善学前儿童对植物繁殖的认知;儿童的认知发展受领域一般性机制和领域特殊性机制共同制约。Objective： To explore effect of relevant training on understanding of theory of naive biology for plant reproduction in 5- and 6-years old, and to attempt to provide demonstration for a debate of different views between domain universality and domain specificity cognitive development. Methods： 48 preschoolers who did not comprehend concept of plant reproduction screened from 64 preschoolers ages 5 to 6 were surveyed by clinical method. Half of the 48 children were assigned to intervention group, the other to control group. The effects of intervention were compared by the experimental before-after design. Results： Relevant biological knowledge might widely accelerate 5- and 6-year-olds＇ understandings for plant reproduction, and 6-year-olds had more enhancement than 5-year-olds. Pass rates of intervention group were more 29.2% than control group in 5 year olds, and more 54. 1% in 6 year olds. Conclusion： Acquiring specific knowledge will generally improve preschoolers＇ cognition on plant reproduction. Children＇ cognitive development is influenced jointly by both domain-specific and domain-general thinking.

关 键 词：朴素生物学理论 实验室研究 儿童 植物繁殖 干预 

分 类 号：B841[哲学宗教—基础心理学]