4-6岁儿童在Tic-Tac-Toe游戏中认知策略获得的特征及其影响因素的研究

发布时间：2018-01-11 11:14

本文关键词：4-6岁儿童在Tic-Tac-Toe游戏中认知策略获得的特征及其影响因素的研究　出处：《华东师范大学》2008年硕士论文　论文类型：学位论文

【摘要】： 认知策略是一种非强制性和目标导向性的程序,其发展是儿童认知发展的重要方面。自上世纪中叶以来,认知策略成为心理学和教育学研究的重要领域。在研究过程中,研究者发现,儿童是否能真正获得某一种策略在于他能否产生或学会学习技能,而自我解释正是这样的一种学习技能。他们在不同的领域进行了相关研究,结果都证实了自我解释对学习的效应。在对国内外文献进行梳理的基础上,本研究确定了自己的研究框架,主要围绕以下问题展开研究:儿童的策略产生及获得特征;儿童策略获得的途径及机制;影响儿童策略获得的影响因素;对策略原理的解释在儿童策略获得的作用及机制。研究的主要结论如下: 第一,儿童的策略获得与学习存在明显的年龄差异,但无性别差异。第二,儿童获得新策略是一个过程,年长儿童获得一新策略所需时间比年幼儿童要短。在这一过程中,原有策略与新策略是共存的,只有当儿童真正体会到新策略的优势时,他才可能逐步放弃已有策略,有意选择新策略,才最终稳定的使用该策略。第三,策略获得的途径可能是自发的;也可能是通过学习获得的。但是,儿童只能自发产生与其认知水平一致的策略,而不能自发产生高于其认知水平的策略,但可以通过学习获得。第四,儿童对“交叉”策略原理所做出的解释存在年龄差异,但不存在性别差异。第五,在儿童学习“交叉”策略的过程中,年龄、学习的情境以及学习的能力都是影响其学习的效果的因素。第六,儿童在学习过程中获得的关于“交叉”策略原理的解释能有效的促进幼儿对新策略的迁移。它有助于儿童对该策略做全局把握,并能掌握其下级目标,因此,那些知道策略原理的幼儿更能准确、灵活的使用这一策略。本研究的结论对幼儿园的教学有重要的启示:教师在教学时应适时启发幼儿去思考,并提供适宜的支架,可以帮助幼儿获得处于其最近发展区内的策略。教师在教学中,可以通过与儿童共建“策略原理”解释的方式,帮助幼儿对策略的学习。
[Abstract]:Cognitive strategy is a non-mandatory and goal-oriented process, and its development is an important aspect of children's cognitive development since the middle of 0th century. Cognitive strategy has become an important field in psychology and pedagogy. In the course of the study, the researchers found that whether a child can really acquire a certain strategy depends on whether he can produce or learn learning skills. Self-explanation is just such a kind of learning skill. They have carried out relevant research in different fields, and the results all confirm the effect of self-explanation on learning. On the basis of combing the literature at home and abroad, this study defines its own research framework, mainly focusing on the following issues: children's strategy generation and acquisition characteristics; The approach and mechanism of children's strategy acquisition; The influencing factors of children's strategy acquisition; The role and mechanism of the explanation of the principle of strategy in children's strategy acquisition. The main findings of the study are as follows: First, there are significant age differences in children's strategy acquisition and learning, but no gender differences. Second, it is a process for children to acquire a new strategy, and the time for older children to acquire a new strategy is shorter than that for young children. In this process, the existing strategy and the new strategy coexist. Only when a child really realizes the advantages of the new strategy, he can gradually abandon the existing strategy and choose the new strategy intentionally, and finally use the strategy stably. Third, the approach to strategy acquisition may be spontaneous; However, children can only spontaneously produce strategies that are consistent with their cognitive level, but not strategies that are higher than their cognitive level, but can be acquired by learning. In 4th, there were age differences but no gender differences in children's interpretation of the "cross" strategy principle. In 5th, in the process of learning "cross" strategies, age, learning situation and learning ability are all the factors that influence children's learning effect. In 6th, the explanation of the principle of "crossover" strategy obtained by children in the process of learning can effectively promote the children's transfer of new strategies. It helps children to grasp the overall situation of the strategy and their subordinate goals. Therefore, children who know the principles of strategy are more accurate and flexible in using this strategy. The conclusion of this study has important implications for kindergarten teaching: teachers should timely inspire children to think and provide appropriate scaffolding. In teaching, teachers can help children learn strategies by co-constructing "strategy principles" with children.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：G613.7

【引证文献】