5～6岁儿童小组合作活动中元认知语言的发展特点

Development of Metacognitive Language of Young Children Aged 5～6 in Group Cooperative Activities

儿童早期语言能力的发展标志着其认知能力与元认知能力的发展,本研究采用分层随机抽取的方法从河南某幼儿园选取162名5～6岁儿童为研究对象,对其在小组合作过程中表现出来的元认知语言进行考察,结果表明从元认知知识来看,5～6岁儿童在小组合作过程中出现的任务知识语言最多,策略知识语言和个体知识语言较少;从元认知调节和监控来看,监控语言出现最多,其次是计划语言、策略选择语言及修正语言;6岁儿童的元认知语言水平高于5岁儿童;监控语言、任务知识语言、计划语言对儿童元认知语言具有显著的预测性,其中监控语言的预测力度最大。教师可通过创设小组合作情境、构建元认知活动模式促进儿童元认知能力与语言发展。

Research shows that children have metacognitive ability, and there will be a lot of metacognitive language in group cooperative activities. Metacognitive language studies can help us to understand the developmental characteristics of children＇s metacognition and carry out targeted guidance. On the basis of research about metacognition at home and abroad, the development characteristics of metaeognitive language of 5-6 years old children in group cooperative activities were 5-6 was randomly selected from one kindergarten in Henan. The is much more than strategy knowledge language and individual investigated. A sample of 162 children aged results indicated that task knowledge language knowledge language. There is no significant difference between predictive language and evaluated language. Monitored language appears the most, followed by planned language, the strategy selection language and the modified language. And the metacognitire language level of 6-year-old children is higher than that of 5-year-old children. The monitored language, task knowledge language and planned language of the 5-6 years old children have significant predictability on metacognitive language, and the predictive power of the monitored language is the largest.