同伴合作对7-8岁儿童分类活动的影响

Influence of Peer Cooperative Learning on 7-8-Year-Old Children's Classification Ability

目的:考察性别、不同分组和言语对儿童分类能力的影响。方法:被试为122名小学一年级学生,年龄为7-8岁。实验材料为两套内容同质的分类卡片,每套卡片都存在四个维度的差异。首先通过前测将儿童的分类能力分为高水平、低水平两种类型,然后进行两两配对。因变量指标为:后测成绩与前测成绩之间的差值。结果:1.能力水平配对因素影响同伴合作。2.有无言语交流对分类成绩存在显著性影响,有言语交流组成绩明显高于无言语组。3.性别配对对同伴合作没有影响。4.能力水平配对与有无言语交流的交互作用明显,其中低一高组中有言语交流成绩明显优于无言语交流成绩。结论:与水平比自己高的同伴合作效果好于水平相当或比自己水平低的同伴之间的合作,言语交流的效果能明显促进儿童的认知发展。

Objective：To explore the influence of sex,different collaborating groups and talking on children＇s classification ability. Methods：Participants were 122 grade 1 children of 7-8 years old.The materials were two kinds of cards,each comprising four dimensionalities.At first we divided children＇s classification abilities into high or low level through pretest,then matched to a partner.The dependent variable was the difference between pretest and posttest.Results：Level dyadic factor affected peer collaboration.The grade of talking group was higher than other groups.No differences were found among the sex groups.The interaction of level dyadic and communion mode was significant,especially the group with a higher peer and having talking contemporarily.Conclusion：Children working with higher ability peers did better than working with the same or lower ability peers,the effect of talking could improve children＇s cognitive development obviously.