4-6岁幼儿元认知水平对简单加法计算策略影响研究.pdf

1．4_6岁幼儿元认知水平随年龄增长而提高，但整体水平较低：同一年龄内 元认知水平分化较大，个体差异大于年龄差异；在元认知三个维度中，元认知体 验发展较好。 2．4．6岁幼儿元认知发展深受已有经验的影响，元认知内部各维度发展不平 衡。 3．大多数4-6岁幼儿已经有简单加法策略的萌芽．策略执行水平随年龄增长 而提高，男幼儿的发展更为迅速：受已有经验的影响同龄个体间策略执行水平差 异较大。 4．4—6岁幼儿的策略种类已经比较丰富，大部分幼儿偏向于使用数手指策略 和有幼儿特色的检索策略；数手指策略对他们而言是最有效的策略。 5．4石岁幼儿最先出现猜测式的检索策略，然后才出现数手指、用手指、言 语数数和有把握的检索策略；但这并不是策略发展的必然顺序，个体的策略发展 可能出现跳跃。 6．元认知对于策略运用的影响随着年龄而发生变化：刚开始元认知不影响策 略选择，也不影响策略执行；随着年龄的增长，虽然元认知对策略选择没有明显 的影响，但对策略执行却产生了影响，这种转折期很可能发生在5．5岁。 关键词：元认知计算策略策略种类主要策略影响 Study of Influence of 4-6 Year Old kindergarteners’Metacognition on Strategies of Simple Adding Counting Problems Major：Developmental and Educational Psychol093 Specialty：Learningpsychology Tutor：Pr《Liu Dianzhi Graduate：Wang Kui(2001084) Abstract Though the history of‘‘metacognition’勰a psychological term was not long．its idea was of long smading．With the ftmh艘study,the topic ofmetacognition research had changed from‘whether there is metacognition’，‘what’s difference between metacognition and common cognition’to‘what’s the influence of metacognition on the cognitive process”，‘the importance of metacognition，how to measure metacognition’． and so on．Differentiating from common cognitive ability, metacognition that includes three interactive components：metacognitive knowledge， metacognitive monitoring skill，metacognitive expergence，momtors and controls the whole cognitive process．smnegies could be e)cterior bclla、fio格．inner mental activities,thoughts and memods,actions and skills．Individual’S strategies in problem ∞l响Ⅱg were abundant．Taking the process of SOlvIng simple adding counting problem as 811 example，there were four colnnlon strategies：counting fingers，fingers，verbal counthg,retrieving．Strategy was a better representation of cognitive ability than the result of problem SOlving．At present,meUar．ognition and strategy were two hot research topics in psychology． The factors of kindergarteners which influence tmnk“ag is less than those of adults,∞we can take the research of kindergarteners’cognitive characte