摘要
采用定量与定性相结合的研究方法 ,对 4～ 6岁儿童理解时间副词的能力进行了初步的探查 ,结果表明 :(1)学前儿童对不同时间副词的理解能力是不同的。对现在时间副词的理解优于对过去时间副词的理解 ,对将来时间副词的理解能力最低 ,基本处于萌芽阶段。但这种理解能力的年龄发展效应不明显。 (2 )在表示将来的时间副词中 ,儿童对不同的具体时间副词表现出认知差异。 (3)学前儿童在理解时间副词时多种策略并存。随着年龄的增长 。
The purpose of the study was to investigate the development of 4\|6 year old children in comprehension of time adverb and analyze the strategies children used during the comprehension. The participants were 72 children randomly selected from kindergarten including three groups aged 4, 5 and 6 years old with half boys and half girls in each group. The tests were carried out individually. The methodology of the study was characterized by qualitative and quantitative analyses. The results showed that: (1) children's comprehensive ability of different kinds of time adverb was different, the performance of “now” time adverb was better than that of “past” time adverb, and the performance of “future” time adverb was the worst, meanwhile, no significant developmental effects among ages; (2) the cognitive capacity of different words in “future” time adverbs was different; (3) the strategies of children during the comprehension were mixed in existence, and the capacity of creating effective strategy increased with ages.
出处
《心理发展与教育》
CSSCI
北大核心
2002年第4期22-25,共4页
Psychological Development and Education
基金
教育部人文社科研究基地重大项目的资助
