本文關(guān)鍵詞：4-6歲兒童在Tic-Tac-Toe游戲中認(rèn)知策略獲得的特征及其影響因素的研究　出處：《華東師范大學(xué)》2008年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 認(rèn)知策略 策略獲得 策略選擇 自我解釋

【摘要】： 認(rèn)知策略是一種非強(qiáng)制性和目標(biāo)導(dǎo)向性的程序,其發(fā)展是兒童認(rèn)知發(fā)展的重要方面。自上世紀(jì)中葉以來,認(rèn)知策略成為心理學(xué)和教育學(xué)研究的重要領(lǐng)域。在研究過程中,研究者發(fā)現(xiàn),兒童是否能真正獲得某一種策略在于他能否產(chǎn)生或?qū)W會學(xué)習(xí)技能,而自我解釋正是這樣的一種學(xué)習(xí)技能。他們在不同的領(lǐng)域進(jìn)行了相關(guān)研究,結(jié)果都證實(shí)了自我解釋對學(xué)習(xí)的效應(yīng)。 在對國內(nèi)外文獻(xiàn)進(jìn)行梳理的基礎(chǔ)上,本研究確定了自己的研究框架,主要圍繞以下問題展開研究:兒童的策略產(chǎn)生及獲得特征;兒童策略獲得的途徑及機(jī)制;影響兒童策略獲得的影響因素;對策略原理的解釋在兒童策略獲得的作用及機(jī)制。 研究的主要結(jié)論如下: 第一,兒童的策略獲得與學(xué)習(xí)存在明顯的年齡差異,但無性別差異。 第二,兒童獲得新策略是一個過程,年長兒童獲得一新策略所需時(shí)間比年幼兒童要短。在這一過程中,原有策略與新策略是共存的,只有當(dāng)兒童真正體會到新策略的優(yōu)勢時(shí),他才可能逐步放棄已有策略,有意選擇新策略,才最終穩(wěn)定的使用該策略。 第三,策略獲得的途徑可能是自發(fā)的;也可能是通過學(xué)習(xí)獲得的。但是,兒童只能自發(fā)產(chǎn)生與其認(rèn)知水平一致的策略,而不能自發(fā)產(chǎn)生高于其認(rèn)知水平的策略,但可以通過學(xué)習(xí)獲得。 第四,兒童對“交叉”策略原理所做出的解釋存在年齡差異,但不存在性別差異。 第五,在兒童學(xué)習(xí)“交叉”策略的過程中,年齡、學(xué)習(xí)的情境以及學(xué)習(xí)的能力都是影響其學(xué)習(xí)的效果的因素。 第六,兒童在學(xué)習(xí)過程中獲得的關(guān)于“交叉”策略原理的解釋能有效的促進(jìn)幼兒對新策略的遷移。它有助于兒童對該策略做全局把握,并能掌握其下級目標(biāo),因此,那些知道策略原理的幼兒更能準(zhǔn)確、靈活的使用這一策略。 本研究的結(jié)論對幼兒園的教學(xué)有重要的啟示:教師在教學(xué)時(shí)應(yīng)適時(shí)啟發(fā)幼兒去思考,并提供適宜的支架,可以幫助幼兒獲得處于其最近發(fā)展區(qū)內(nèi)的策略。教師在教學(xué)中,可以通過與兒童共建“策略原理”解釋的方式,幫助幼兒對策略的學(xué)習(xí)。
[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.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2008
【分類號】：G613.7

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 余將濤;幼兒園棋類玩具配備與使用的研究[D];華東師范大學(xué);2010年

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本文編號：1409298