学前儿童心理理论发展的干预策略  

On the Strategy of Preschoolers' Theory of Mind Development

作　　者：杨伶[1] 兰继军[1] 

机构地区：[1]陕西师范大学心理学院,西安710062

出　　处：《学前教育研究》2011年第8期44-48,共5页Studies in Early Childhood Education

基　　金：全国教育科学"十一五"规划重点课题(项目批准号:DBA090285)的资助

摘　　要：本研究以72名3至4岁幼儿为被试,通过实验法考察了语言干预法、假装游戏法、言语假装游戏结合法这三种心理理论干预法的干预效果。结果表明,三种干预方法均能促进幼儿心理理论的发展,但言语假装游戏结合法的干预效果最好。教育者应该在让儿童进行假装游戏的基础上给予言语引导,帮助幼儿在假装游戏中更好地领会他人的心理状态,从而促进儿童心理理论的发展。The importance of preschoolers＇ theory of mind was abroadly ratification in educational circles. This study took 72 individuals who are 3 years old children as the object of study to investigate the intervenee effect of language intervence,pretend games and language pretend games union. The results indicate that all the three method can promote the development of preschoolers＇ theory of mind, but the language pretend games union has the best effects. The educator should afford the children language guidance based on pretend games to help the children comprehend others＇ psychological states and promote the development of their theory of mind.

关 键 词：心理理论 假装游戏 语言干预 

分 类 号：B844.1[哲学宗教—发展与教育心理学]