【摘要】：兒童對(duì)時(shí)距概念的使用和理解并不同步。在精確的理解時(shí)距概念之前,兒童已經(jīng)學(xué)會(huì)用“秒”“分”“小時(shí)”“天”表達(dá)時(shí)間。本研究通過(guò)三個(gè)實(shí)驗(yàn)來(lái)探討兒童在早期使用時(shí)距概念過(guò)程中,是否對(duì)時(shí)距概念賦予意義。在正式學(xué)習(xí)時(shí)距概念之前,兒童如何理解時(shí)距概念。研究涉及七個(gè)時(shí)距概念:秒、分、小時(shí)、天、周、月和年。對(duì)于時(shí)距概念意義的加工過(guò)程主要有兩種方式:通過(guò)對(duì)比各個(gè)時(shí)距詞來(lái)獲得時(shí)距概念的等級(jí)意義——語(yǔ)義等級(jí)假設(shè);通過(guò)感知經(jīng)驗(yàn)表征相對(duì)應(yīng)的時(shí)間長(zhǎng)度——時(shí)距映射假設(shè)。實(shí)驗(yàn)一研究?jī)和?到7歲之間是否獲得了概念的等級(jí)性。在沒有數(shù)字加入和標(biāo)準(zhǔn)事件段做參照的情況下直接對(duì)時(shí)距詞進(jìn)行對(duì)比,分析兒童對(duì)時(shí)距概念等級(jí)意義的獲得情況,結(jié)果發(fā)現(xiàn)兒童4已經(jīng)獲得時(shí)距概念的等級(jí)意義,隨著年齡增長(zhǎng),兒童對(duì)時(shí)距概念的等級(jí)性的理解越來(lái)越準(zhǔn)確。實(shí)驗(yàn)二研究?jī)和@得時(shí)距概念精確意義的情況。實(shí)驗(yàn)加入數(shù)字,即讓兒童判斷2小時(shí)和3分鐘哪個(gè)時(shí)間長(zhǎng)。如果兒童能夠正確回答,說(shuō)明兒童已經(jīng)明白分鐘和小時(shí)的大致長(zhǎng)度,盡管他們知道3大于2,證明時(shí)距映射假設(shè);如果不能,說(shuō)明兒童沒有獲得時(shí)距概念的精確意義,兒童并不是通過(guò)感知經(jīng)驗(yàn)獲得時(shí)距意義。結(jié)果發(fā)現(xiàn)5歲兒童對(duì)時(shí)距概念的判斷仍然受到數(shù)字的影響,不能掌握時(shí)距概念的精確定義。也就是說(shuō)兒童早期對(duì)時(shí)距詞的理解不是采用時(shí)距映射的方式,而是先獲得時(shí)距概念的等級(jí)性。實(shí)驗(yàn)三直接檢驗(yàn)時(shí)距映射假設(shè)并探究?jī)和瘜W(xué)習(xí)時(shí)距概念的精確定義對(duì)兒童獲得時(shí)距的精確意義是否有作用。不同與實(shí)驗(yàn)一和實(shí)驗(yàn)二的兩兩比較的迫選法,實(shí)驗(yàn)三采用空間表征的方式,讓兒童直接在一條線上確定時(shí)距概念的相應(yīng)長(zhǎng)度,分別讓兒童進(jìn)行事件、數(shù)字、時(shí)距詞以及時(shí)距詞和數(shù)字組合四種任務(wù),進(jìn)一步分析兒童時(shí)距概念等級(jí)意義和精確意義的獲得情況。結(jié)果發(fā)現(xiàn),兒童在6歲之后能夠獲得較為精確的定義。并且對(duì)時(shí)距概念定義的學(xué)習(xí)與掌握能夠促進(jìn)兒童對(duì)時(shí)距概念精確意義的表征。結(jié)果發(fā)現(xiàn)兒童在前期并沒有獲得時(shí)間概念的精確含義而是先獲得時(shí)距概念的等級(jí)意義。即知道到小時(shí)長(zhǎng)于分鐘,但是不知道1小時(shí)大概等于60分鐘。而時(shí)距概念的精確意義的理解則借助于時(shí)距概念定義的學(xué)習(xí)。因此,把時(shí)間詞和對(duì)時(shí)間段的估計(jì)聯(lián)系起來(lái),并不是一個(gè)自然的過(guò)程,對(duì)時(shí)距詞的理解植根于日�？谡Z(yǔ)的語(yǔ)義比較當(dāng)中,符合語(yǔ)義等級(jí)假設(shè)。
[Abstract]:Children's use and understanding of the concept of time distance are not synchronized. Before understanding the concept of time distance accurately, children have learned to express time in seconds, minutes, hours, days. In this study, three experiments were conducted to explore whether the concept of time-distance is of significance to children in the early use of the concept of time-distance. How children understand the concept of time-distance before learning it formally. The study involved seven temporal concepts: seconds, minutes, hours, days, weeks, months, and years. There are two main ways to process the meaning of time distance concept: to obtain the hierarchical meaning-semantic hierarchy hypothesis of time-distance concept by comparing different time-distance words; to represent the corresponding time-length-time-distance mapping hypothesis through perceptual experience. Experiment one looked at whether children between the ages of 4 and 7 gained a hierarchy of concepts. In the absence of numerical addition and reference to standard event paragraphs, the temporal distance words were compared directly, and the acquisition of the hierarchical meaning of the temporal distance concept was analyzed. The results showed that child 4 had acquired the hierarchical meaning of the temporal distance concept. As children grow older, their understanding of the hierarchical concept of time interval becomes more accurate. Experiment two studies children's acquisition of precise meaning of the concept of time distance. Numbers were added to the experiment, that is, children were asked to determine which time to spend 2 hours and 3 minutes. If the child is able to answer correctly, it indicates that the child has understood the approximate length of minutes and hours, although they know that 3 is more than 2, proving the time-distance mapping hypothesis; If not, it shows that children do not acquire the precise meaning of the concept of time distance, and children do not acquire the meaning of time distance through perceptual experience. The results showed that the judgment of the concept of time distance was still influenced by the number, and the precise definition of the concept of time distance could not be grasped. That is to say, children's early understanding of time-distance words is not to use the method of time-distance mapping, but to obtain the hierarchical concept of time-distance first. Experiment 3 directly examines the hypothesis of time-distance mapping and explores whether the precise definition of the concept of learning time distance plays a role in the precise meaning of children's acquisition of time distance. The method of forced selection is different from that of experiment 1 and experiment 2. In experiment 3, the method of space representation is used to let children determine the corresponding length of the concept of time distance directly on a line, and let children carry out events and figures respectively. Time-distance words are combined with temporal words and numerals to further analyze the acquisition of hierarchical and accurate meanings of children's time-distance concepts. It was found that children were more accurately defined after the age of six. Learning and mastering the definition of time-distance concept can promote children's representation of precise meaning of time-distance concept. The results showed that children did not acquire the exact meaning of the concept of time but the hierarchical meaning of the concept of time distance. Knowing that an hour is longer than a minute, but not knowing that an hour is about 60 minutes. The exact meaning of time-distance concept is understood by learning from the definition of time-distance concept. Therefore, it is not a natural process to link time words with time period estimation. The understanding of temporal words is rooted in the semantic comparison of daily spoken language and accords with the assumption of semantic hierarchy.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B842

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本文編號(hào)：2357926