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本研究通过运用判断“时间整点”特点为内容的测试活动,探讨了对幼儿智力的“现有发展水平”和“潜在发展区”进行诊断的可能性。研究结果表明:采用适合幼儿年龄及心理特点的智力测试方法,能够区分出幼儿智力的两种发展水平。测试结果证实了六岁左右幼儿的思维从总体上看具有具体形象性、需借助动作、抽象逻辑思维出现萌芽和幼儿智力发展差异普遍存在的特点。这种差异不仅表现在现有发展水平上,而且还表现在即将发展的区域中,这就要求我们教育工作者利用科学的测试手段,正确把握幼儿的潜在发展能力,进行有针对性的教养工作,使教育能符合幼儿身心发展的规律。这一结果也从侧面实证了维栗茨基的理论,并使他的理论在幼儿教育的实际中得到深入。
This study explored the possibility of diagnosing “existing level of development” and “potential development zone” of early childhood intelligence through the use of test activities that determine the characteristics of “the whole point in time”. The results show that using the intelligence test method that suits the age and psychological characteristics of young children can distinguish the two levels of development of children’s intelligence. The test results confirm that the thinking of young children around the age of six has a concrete image as a whole, and the characteristics of germination and prevalence of intellectual development of young children need to be popularized through abstract logical thinking. This difference is not only reflected in the current level of development, but also in the developing regions, which requires us to educate workers to use scientific testing methods to correctly grasp the potential of young children’s ability to carry out targeted parenting work , So that education can meet the law of physical and mental development of children. This result also testifies the theory of Vlitsky from the side and deepens his theory in the practice of early childhood education.