幼儿对日常健康行为相关概念认知的研究

发布时间：2018-06-30 18:55

本文选题：幼儿 + 概念　；参考：《南京师范大学》2007年硕士论文

【摘要】： 本研究主要采用访谈法，通过下定义、原因解释两个途径考察了300名45个月到80个月的幼儿对日常健康行为相关概念(卫生、洗手、刷牙、洗澡、睡觉、锻练、休息、整理、按时、姿势)的认知。通过对访谈结果的整理、编码与分析，研究者发现幼儿对日常健康行为相关概念的定义包括以下九种形式：不知道、认知不准确、原词造句、情境描述、结果描述、具体举例、直观特征、重要属性、实际功用．这九种形式可以划分为三种水平：水平一，幼儿对概念缺乏理解，包括不知道、认知不准确、原词造句三种形式；水平二，幼儿依据事物的具体实例、可直接感知的具体情境或外部特征掌握概念，，包括情境描述、结果描述、具体举例、直观特征四种形式；水平三，幼儿从事物非直觉的内在属性或人与事物之间的关系来认识掌握概念，包括重要属性和实际功用两种形式。通过研究发现，幼儿对日常健康行为相关概念的定义以具体举例、情境描述和实际功用三种形式为主，通过这三种形式给概念下定义的幼儿分别达到了幼儿总数的18.50％、18.43％和16.57％。在本研究考察的300名幼儿中，24.30％的幼儿对日常健康行为相关概念的定义处于水平一，46.70％的幼儿处于水平二，29.00％的幼儿处于水平三。此外，研究者又运用SPSS对资料进行量化分析，分别揭示了幼儿对日常健康行为相关概念认知的年龄特点、性别特点和园所特点。研究结果显示：幼儿对“洗澡”和“休息”这两个概念的定义水平不存在显著的年龄差异，对其余八个概念的定义水平存在极其显著的年龄差异；幼儿对“按时”的定义水平存在显著的性别差异，表现为男孩对“按时”的认识优于女孩，对其余九个概念的定义水平则不存在显著的性别差异；幼儿对十个概念的定义水平均存在极其显著的园所差异，表现为园A幼儿对日常健康行为相关概念的定义优于园B幼儿。本研究中，幼儿对日常健康行为相关概念的原因解释包括没有解释、不准确解释、依据方法或要求解释、依据后果解释、依据功用解释、依据功用与后果结合解释、直接原因解释七种形式。依据后果解释是幼儿原因解释的主要形式，49.43％的幼儿依据后果进行解释。在此基础上，研究者对幼儿日常健康行为相关概念认知的特点进行了综合讨论，指出幼儿对日常健康行为相关概念的认知可能受到幼儿思维发展水平、幼儿生活经验、概念本身特点以及教育因素的影响，并对幼儿日常健康行为教育提出了一些建议。最后。研究者对本研究进行了反思，提出了需要继续改进的地方。
[Abstract]:In this study, interviews were used to define and explain why 300 children from 45 months to 80 months old were investigated about their concepts of daily health behavior (hygiene, washing hands, brushing teeth, bathing, sleeping, exercising, resting, finishing). On time, posture) cognition. Through the analysis, coding and analysis of the interview results, the researchers found that the definition of children's related concepts of daily health behavior includes the following nine forms: ignorance, cognitive inaccuracy, original word construction, situational description, result description, concrete examples. The nine forms can be divided into three levels: level 1, lack of understanding of concepts, including ignorance, inaccuracy of cognition, construction of sentences in original words, level 2, According to the concrete examples of things, children can directly perceive the concept of specific situation or external characteristics, including situation description, result description, concrete example, visual feature four forms; level three, From the intrinsic attributes of non-intuition of things or the relationship between people and things, children understand the concept of mastery, which includes two forms: important attributes and practical functions. Through the study, it is found that the definition of children's related concepts of daily health behavior is mainly in the form of concrete examples, situational description and practical function. The definition of the concept by these three forms reached 18.50% and 16.57% of the total number of children respectively. In this study, 24.30% of the 300 young children in this study defined the related concepts of daily health behavior at level 1, 46.70% in level 2 and 29. 00% in level 3. In addition, the researchers used SPSS to quantify the data, revealing the age characteristics, gender characteristics and garden characteristics of children's cognition of related concepts of daily health behavior. The results show that there is no significant age difference in the definition level of the two concepts of "bathing" and "rest", but there is extremely significant age difference in the definition level of the other eight concepts. There is a significant gender difference in the definition level of "time" in young children, which shows that boys' understanding of "time" is better than that of girls, while there is no significant gender difference in the definition level of the other nine concepts. There were significant differences in the definition level of the ten concepts among children, which showed that kindergarten A children had better definition of the related concepts of daily health behavior than those of kindergarten B children. In this study, young children's explanation of the related concepts of daily health behavior includes no explanation, inaccurate explanation, explanation according to method or requirement, interpretation based on consequence, combination of function and consequence. Direct causes explain seven forms. 49.43% of the children explained according to the consequences. On this basis, the characteristics of children's cognition of related concepts of daily health behavior are discussed comprehensively, and it is pointed out that children's cognition of related concepts of daily health behavior may be affected by the level of development of children's thinking and children's life experience. The characteristics of the concept and the influence of educational factors are also discussed, and some suggestions on the education of children's daily health behavior are put forward. Last The researchers reflect on this study and put forward some points for further improvement.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G610

【引证文献】