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目的:调查幼儿园大班全部儿童的智力水平,分析其智力结构,探讨认知能力发育规律,为学龄前儿童的学校教育和健康成长提供参考依据。方法:选择金坛市3家幼儿园大班全体儿童作为调查对象,共计345名儿童(男191人,女154人)参加此次调查,采用中国版韦克斯勒氏学龄前及初小儿童智力量表(WPPSI)一对一测定儿童智力。结果:所有儿童的平均智商为(101.80±11.88)。总智商在不同性别间无差异(P>0.05),男、女童的言语智商均小于操作智商(P<0.01)。有28.70%的儿童发生智商分离,其中,言语智商小于操作智商的占69.70%,智商分离与智商平衡者之间总智商的差异无统计学意义(P>0.05)。智力离散模型分析并无明显趋势,但言语分量表的离散值小于操作分量表的离散值(P=0.000)。结论:本组学龄前儿童言语智商小于操作智商,可能是:①儿童更多地接触相关材料选择性地提高了操作能力;②中国80年代修订的WPPSI需要修改以符合时代的发展;③儿童智力的离散模型值得进一步追踪研究。
OBJECTIVE: To investigate the intelligence level of all children in the kindergarten class, to analyze their intellectual structure, to explore the law of cognitive development, and to provide reference for preschool children’s schooling and healthy growth. METHODS: A total of 345 children (191 males and 154 females) were enrolled in this study. All the children in three kindergartens in Jintan were enrolled in this survey. The Chinese version of Wechsler’s preschool and early childhood children’s mental capacity Table (WPPSI) One-to-one determination of children’s intelligence. Results: The average IQ of all children was (101.80 ± 11.88). There was no difference in total IQ between different sexes (P> 0.05). The speech IQ of both boys and girls was less than that of the operative IQ (P <0.01). There were 28.70% of children with IQ separation. Among them, the speech IQ was lower than that of the operation IQ, accounting for 69.70%. There was no significant difference in the total IQ between IQA and IQ (P> 0.05). There was no obvious trend in the discrete intelligence analysis, but the discrete values of the speech subscales were smaller than the discrete values of the subscales (P = 0.000). Conclusion: The preschool children ’s speech IQ is less than the operational IQ, which may be: ① children have more access to relevant materials to selectively improve their ability to operate; ② China’s revised WPPSI in the 1980s needs to be revised to meet the development of the times; ③ children’s intelligence The discrete model deserves further investigation.