4-6岁城乡儿童对生物生长特性的认知  

Cognitive Development of the Growth Processes in4-6-year-old Preschoolers in Urban and Rural Areas

作　　者：姜亚丽[1] 王晓明[2] 陈海平[1] 韩杰英 姜宁宁 姜上[5] 

机构地区：[1]北京师范大学心理学院,北京100875 [2]曲阜师范大学教育科学学院,曲阜273100 [3]山东烟台英才中学,烟台264000 [4]北京新东方学校,北京100875 [5]北京语言大学,北京100875

出　　处：《中国临床心理学杂志》2014年第5期904-907,共4页Chinese Journal of Clinical Psychology

基　　金：教育部人文社会科学研究"儿童三维认知能力发展特点的研究"(10YJCXLX017)资助

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。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： （1）Domains differs significantly（F（2,103）=56.49, P〈0.01）. （2）The living environment differs significantly（F（1,103）=9.94, P〈0.05）. （3）Domains 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.

关 键 词：学龄前儿童 生长特性 认知发展 朴素理论 

分 类 号：R395.6[哲学宗教—心理学]