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本文是中国与加拿大两国儿童持续时间概念形成和发展的比较研究,并探讨不同文化背景对儿童掌握概念的影响.研究采用视觉与听觉两种呈现刺激方式。结果表明,在掌握持续时间概念的发展趋势、概念形成的年龄阶段及完成测验时所采用的判断策略方面,两国儿童表现出很大的一致性。但是在对两种呈现刺激方式和反应倾向中有很明显的差异。中国儿童在小学低年级听觉反应水平比视觉略低,到高小与初中阶段二者已趋一致.而加拿大儿童在各年级阶段视觉反应明显占优势。这种差异可能与生活环境有关。
This article is a comparative study of the formation and development of children’s duration in both China and Canada, and explores the impact of different cultural backgrounds on children’s mastery of concepts.The study uses both visual and auditory stimuli. The results show that children in both countries showed great consistency in grasping the development trend of the concept of duration, the age stage of concept formation and the judging tactics adopted in completing the test. However, there are significant differences between the two presentation stimulus patterns and response tendencies. Chinese children have a slightly lower level of auditory response to lower grades in primary school than they did to vision, and both have been in agreement with high school grades and middle school grades, while visual acuity among Canadian children clearly dominates in all grades. This difference may be related to the living environment.