摘要
以北京市某幼儿园5个班98名幼儿为被试,利用分类和拼图任务对其元认知知识进行了测试。结果发现:3～5岁幼儿在元认知知识的某些方面表现出了一定的发展变化过程,对主体性的元认知知识、任务难度的元认知知识和策略的元认知知识的认识表现出了显著的年龄差异,特别是内部策略的运用随着年龄的增长越来越多,而对外部策略的运用越来越少。
98 three-five years old preschool children participated in the study from one kindergarten in Beijing. They were measured in language ability and metacognition knowledge. Categorizing task and matching puzzle task were used to measure metacognition knowledge. The results showed that： Preschooler＇s metacognition knowledge, including knowledge about person, task and strategy, increased with age. There were significant changes in metacognition knowledge from three to five years old, especially the use of inner strategy.
出处
《心理与行为研究》
CSSCI
2008年第4期241-247,254,共8页
Studies of Psychology and Behavior
基金
全国教育科学规划国家级重点课题ABA050001项目
教育部人文社会科学重点研究基地02JAZJDXLX002项目
北京市哲学社会科学规划06BaJY010项目的资助
关键词
幼儿
元认知
元认知知识
Preschooler, metacognition, metacognition knowledge.
作者简介
陈英和，女，北京师范大学发展心理研究所教授，博士生导师。Email：yinghechen@263．net。
通讯作者：王雨睛。女，陕西师范大学教育科学学院心理系教师。Email：wyq1994@163．com.
