观察学习对幼儿提问的影响

Effects of Observational Learning on Young Children's Question Asking

以69名5岁幼儿为被试,让幼儿在观察学习之后解决问题,以考察观察学习对幼儿提问的影响。结果表明:面对问题情境时,幼儿在近2/3的任务中都不问问题;幼儿所问问题以外在感知类为主,其次是内在属性类问题,混合类问题最少;提问使用的策略以直接猜测为主,其次是不完全整体策略;幼儿的观察学习对其提问数量、提问策略都有显著性影响,但对提问的类型没有显著性影响;幼儿的观察学习可以在一定程度上促进其问题解决。

69 children of 5 years old from kindergartens were selected as subjects in this research. In order to examine the effects of observational learning on young children＇s question asking, children were asked to solve some problems after observational learning. The results showed： Facing problem solving, children didn＇t ask any question in nearly 2/3 of the tasks;The types of questions which children asked were mainly the external perception questions, followed by the intrinsic properties questions. The mixed questions were least; Direct speculation was the main way of questioning strategies,followed by incompletely overall strategy; Children＇s Observational learning had significant impact on the number of questioning and the questioning strategies, but not the type of questions; To some degree, children＇s observational learning could promote their ability of problem solving.