5～7岁儿童沉浮概念的发展

发布时间：2018-05-15 03:35

  本文选题：儿童 + 沉浮概念　； 参考：《南京师范大学》2008年硕士论文

【摘要】： 二十世纪以来,建构主义理论逐渐深入地影响着学前教育的理论和实践。儿童不再被看成是小大人,而是与成人一样的处于不同发展阶段的能动主体。儿童是积极的知识建构者,他在与周围环境相互作用的过程中建构着自己关于各种事物和现象的概念。儿童的概念以及概念转变日益成为许多研究者关注的焦点。 本研究采用质、量结合的方法探讨5～7岁儿童的沉浮概念的具体发展情形。 本研究假设5～7岁儿童的沉浮概念发展会呈现出以下几种水平: 水平a儿童用心理因素判断物体沉浮; 水平b儿童考虑到物体的物理属性,用多种相关和非相关因素判断物体沉浮; 水平c儿童用本质相关因素(轻重、大小)错误对应判断物体沉浮; 水平d儿童从大小维度正确对应判断物体沉浮; 水平e儿童从轻重维度正确对应判断物体沉浮; 水平f儿童以轻重为主判断物体的沉浮,辅以其他非本质相关因素(如物体的材质、空心实心、有气无气等)为判断依据; 水平g轻重和大小标准并列存在,儿童在不同情境中运用不同标准判断物体沉浮; 水平h儿童将轻重和大小相结合判断物体的沉浮。 本研究得到的结论如下: 1.研究结果证实了研究假设,除了水平g以外,5岁组、6岁组和7岁组各个年龄组儿童的沉浮概念发展均表现出假设中的a、b、c、d、e、f和h几种不同的水平,只是各年龄组中各水平人数所占的比例不同而已。卡方检验显示,5～7岁儿童的沉浮概念发展不存在显著的性别差异。 2.大部分5～7岁儿童能够抓住影响物体沉浮的某一种本质因素(轻重或大小),并将其与物体的沉浮建立正确的对应,建立较为明晰的沉浮概念,即“大的东西浮起来,小的东西沉下去”或“重的东西沉下去,轻的东西浮上来”。 3.5～7岁儿童的沉浮概念表现出随着年龄的增长而精致和科学的趋势。 4.5～6岁是儿童沉浮概念发展的质的飞跃期。 5.教育条件在一定程度上影响着5～7岁儿童沉浮概念的发展。
[Abstract]:Since the twentieth century , constructivist theory has influenced the theory and practice of preschool education . Children are no longer regarded as young adults , but as active subjects in different stages of development like adults . Children are active knowledge constructors . He constructs his own concept about various things and phenomena in the process of interacting with the surrounding environment . The concept of children and the transformation of concept are becoming the focus of many researchers .


This study uses qualitative and quantitative methods to explore the specific development of the concept of sinking of children aged 5 - 7 years .


The study assumes that the development of the submerged concept of children between 5 and 7 years of age will present the following levels :


Level a children use psychological factors to judge the floating of objects ;


Level b children take into account the physical properties of the object , and judge the object to float with a variety of relevant and non - relevant factors ;


the level c children judge the object to float according to the error corresponding to the essence - related factors ( weight and size ) ;


the horizontal d child judges the object to float correctly from the size dimension ;


the horizontal e - child judges the object to float correctly from the light weight dimension ;


Level f children judge the floating of objects based on the degree of gravity , supplemented by other non - essential factors ( such as materials of objects , hollow solid , gas - free , etc . ) as the basis for judgment ;


The level g degree and the size standard exist side by side , and children use different criteria to judge the floating of objects in different situations ;


The level h child will combine the magnitude and size to determine the buoyancy of the object .


The conclusions of this study are as follows :


1 . The results of the study confirmed that the study hypothesis , except the level g , the development of the floating concept of children in the 5 - year - old group , the 6 - year - old group and the 7 - year - old group showed the different levels of a , b , c , d , e , f and h , but the proportion of each level in each age group was different . chi - square test showed that there was no significant gender difference in the development of the submerged floating concept of children aged 5 - 7 .


2 . Most children aged 5 - 7 can grasp a certain essential factor ( light weight or size ) that affects the settlement of objects , and establish the correct correspondence between them and the settlement of objects , and establish a more clear concept of sinking , that is , " big things float up , small things sink " or " heavy things sink , light things float up " .


The floating concept of children aged 3 . 5 - 7 shows the trend of refinement and science with the increase of age .


4.5 锝，

本文编号：1890817