摘要
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 report is a cross-cultureresearch on the fo-mation of theduration time concept in Chinese andCanadian children,and a study of thecultural effects.The stimulus is pre-sented in two ways:visual and audio.The results show that the tendencies andthe age stages of the concept formationare almost the same in the two coun-tries'children,and the strategies useby subjects to make judgement in thisexperiment are also the same.Butthere are significant inclinations concern-ing the two different ways of present-ation.In Chinese children,visualperformance is slightly better than audioperformance in lower grades in primaryschool,and then the difference disap-pears.But in Canadian children,visualperformance always has a significantadvantage in all ages.This differencemay result from their living environ-ment.
基金
国际开发研究中心(IDRC)的资助
和加拿大维多利亚大学教育学院的协作项目
