学前儿童思维方式指标建构研究  

A Study on the Construction of Indicators of Preschool Children's Way of Thinking

作　　者：霍力岩[1] 熊倪 姚聪瑞 HUO Liyan;XIONG Ni;YAO Congrui

机构地区：[1]北京师范大学教育学部学前教育研究所,100875

出　　处：《中华女子学院学报》2024年第5期95-106,共12页Journal of China Women＇s University

基　　金：国家社会科学基金教育学重点课题“学前教育中长期发展目标及推进策略研究”的阶段性研究成果,课题编号:AHA160008。

摘　　要：思维方式是学前儿童后继学习与终身发展的动力源泉。本研究按照框架确立、文本选择与编码、对文本并置比对和穿梭比较、分析结果与主要特点的研究思路,使用MAXQDA软件对美国九个州早期学习标准文本中相关内容进行比较分析,最终得出学前儿童思维方式由动作思维、形象思维、抽象思维(萌芽)3个一级指标构成,下设表意性动作、工具性动作、智慧性动作等7个二级指标,分步操作、分解组合、使用工具等23个细化指标。研究提出,学前儿童的动作、形象与抽象三种思维方式具有发展必要性、依序进阶性、交叠共进性、领域渗透性和情境依存性。The way of thinking is the power source of preschool children's subsequent learning and lifelong development. According to the six-step research idea of framework establishment, text selection and coding, juxtaposed comparison, shuttle comparison, results and main characteristics, this study uses MAXQDA software to compare and analyze the relevant contents of the early learning standard text in nine American states. Finally, it is concluded that preschool children's way of consists of three first-level indicators: action thinking, image thinking and abstract thinking(germination),7 second-level indicators such as ideographic action, instrumental action and intelligent action, and 23 detailed indicators such as step-by-step operation, decomposition and combination, and tool use. The research proposes that preschool children's action, image and abstract thinking modes have developmental necessity, sequential progression, overlapping co-progression, domain penetration and situational dependence.

关 键 词：学前儿童 思维方式 指标建构 

分 类 号：G615[文化科学—学前教育学]