论反事实思维的科学认知功能及幼教实现  

A Discussion on the Scientific Cognitive Function of Counterfactual Thinking and Its Realization in Early Childhood Education

作　　者：赵国瑞 ZHAO Guo-Rui(College of Education Science,Jining Normal University,Wulanchabu 012000,China)

机构地区：[1]集宁师范学院教育科学学院,内蒙古乌兰察布012000

出　　处：《陕西学前师范学院学报》2025年第3期19-25,共7页Journal of Shaanxi Xueqian Normal University

基　　金：内蒙古自治区学前教育“十四五”规划课题(2024-42)。

摘　　要：反事实思维是一种高阶的思维方式,它通过设想各种可能事件来认识世界。借由结构因果模型的思想可以发现:反事实思维可以加速因果模型的建构和演化,它在确定因果关系中的作用可能是极为重要且不可替代的。因此理应把反事实思维看作是科学素养的一个基本成分,是科学教育的一个重要目标。对于幼儿反事实思维能力的培育可以从5岁开始,同时应注意避免工作记忆的超载,注意现实事件和规律的约束和支撑,以及合理应对经由反事实思维所引发的负性情绪。Counterfactual thinking is a kind of higher order thinking mode,which understands the world by imagining various possible events.Through the idea of structural causal models,it can be found that counterfactual thinking can accelerate the construction and evolution of causal models,and its role in determining causal relationships may be extremely important and irreplaceable.Therefore,counterfactual thinking should be regarded as a fundamental component of scientific literacy and an important goal of science education.The cultivation of children's counterfactual thinking ability can start from the age of 5.At the same time,attention should be paid to avoiding overload of working memory,paying atention to the constraints and support of events and rules,and reasonable coping with negative emotions caused by counterfactual thinking.The cultivation of counterfactual thinking ability in young children can start from the age of 5,while paying attention to avoiding overloading of working memory,paying attention to the constraints and support of actual events and patterns,and responding reasonably to negative emotions triggered by counterfactual thinking.

关 键 词：反事实思维 因果关系 科学素养 可能世界 

分 类 号：G610[文化科学—学前教育学]