儿童动物概念结构发展的研究  

A Developmental Study on the Children's Conceptual Structure of Animals

作　　者：王娟[1] 张积家[2] 李捷[3] 

机构地区：[1]江苏师范大学教育科学学院,江苏徐州221116 [2]中国人民大学心理学系,北京100872 [3]中国人民解放军三〇三医院精神卫生中心,广西南宁530021

出　　处：《苏州大学学报（教育科学版）》2014年第3期62-69,128,共8页Journal of Soochow University(Educational Science Edition)

基　　金：国家社会科学基金教育学青年课题"汉语聋童的叙事特征及其叙事能力发展的干预研究"(项目编号:CHA130165);江苏省高校哲学社会科学研究基金项目"汉语儿童汉字规则意识的发展规律及教育模型的建构研究(项目编号:2013SJB190002)"的阶段性成果

摘　　要：采用自然分类法和多维标度法,考察幼儿园、二、四、六年级儿童的常见动物概念结构,发现儿童常见动物概念结构随着年龄增长而变化。幼儿园儿童主要采用主题关联来组织概念;二年级儿童主要采用主题关联和SF联系来组织概念,分类学关系开始萌发;四年级儿童采用主题关联来组织概念,分类学关系有了进一步发展;到六年级,分类学关系的倾向十分明显。研究结果支持儿童概念联系的"层级发展"和"平行发展"相结合的观点。By natural classification and multi-dimensional scaling,the project examines the conceptual structure about commonly-seen animals of children of Kindergarten,Grade two,four six,respectively.It finds that children's conceptual structure about animals develops with age.Kindergarten children mainly use thematic relations to conceptualize;second-graders mainly use thematic relations and SF relations to conceptualize,and their taxonomic relations appear;fourth-graders mainly use thematic relations for that purpose and their taxonomic relations develop further;and sixth-graders are obviously inclined toward taxonomic relations.The findings support the comprehensive viewpoints of hierarchy development and parallel development of children's conceptual structure.

关 键 词：儿童 概念结构 主题关联 SF联系 分类学关系 

分 类 号：B844.1[哲学宗教—发展与教育心理学]