3~5岁儿童关于繁殖的朴素生物学理论发展研究

Research of the Development of Naive Biological Theories about“Reproduction”in Children Aged 3~5 Years

繁殖是生命科学领域的核心概念之一,儿童关于繁殖的朴素生物学理论是儿童对生物繁殖概念非正式、朴素的理解。本研究参照既有的典型测验检测了48位3~5岁儿童对生物繁殖的本体区分、解释和预测能力,并结合儿童访谈分析了学前儿童对繁殖现象的因果解释机制。研究发现,儿童朴素生物学理论的形成与领域熟悉度有关,相比动物和人,儿童对植物繁殖概念的认知欠缺科学性,4~5岁是幼儿关于繁殖的朴素生物学理论形成的关键期。访谈发现朴素生物学理论的形成和转变是内源性和外源性学习的共同结果。在教育实践中,教师应在充分理解幼儿认知特征的基础上为儿童提供自我学习的机会,以支持性回应、信任性指导培养儿童积极的科学学习态度,进而提高幼儿园科学教育质量。

“Reproduction”is one of a core concept in the field of life science for preschoolers.Naive biological theory about“reproduction”is children’s informal and naive understanding of the concept of biological reproduction.Based on the hybrid research paradigm,this study designed typical test tasks to detect children’s ontological differentiation,interpretation and prediction ability about biological reproduction with 483~5 years old participants,and further analysised the causal interpretation mechanism of preschoolers for“reproduction”combined with children interview.The study found that the formation of naive biological theory of children is related to their domain familiarity.Compared with animals and humans,children’s cognition of plant reproduction lags behind.4~5 years old is the key point of children’s growth for the formation of naive biological theory of“reproduction”.The formation and transformation of naive biology theory is the result of both endogenous and exogenous learning.In early childhood education,teachers should provide developmental appropriate scaffolds on the basis of fully understanding the cognitive characteristics of children,so as to improve the quality of preschool science education.