| （摘要内容经过系统自动伪原创处理以避免复制，下载原文正常，德语毕业论文，内容请直接查看目录。） 儿童心思实际(Theory of Mind， ToM)研究已成为近20年来儿童成长心思学的一个研究热门。“心思实际”并不是指普通迷信意义上的实际，而是指个别凭仗必定的常识体系对别人的心思状况停止推想，并据此对别人的行动做出因果性猜测息争释的才能。心思实际是儿童有用的社会认知对象，它可以或许使儿童更好地顺应平常社会情况，是个别生计于社会应具有的最根本的内容。心思实际作为儿童社会认知的基本，其文明身分是一个主要的变量。是以，要想得出儿童心思实际的广泛性结论，还须要年夜量跨文明的研究。并且，经典研究年夜都集中在3—5岁儿童的心思实际成长，但不克不及由于4岁阁下儿童对心思的熟悉有一个质的奔腾或明显的变更，就解释4岁今后的儿童的心思实际就没有成长变更了。Kuhn(2000)明白田主张把心思实际研究和熟悉产生懂得的研究联合起来，提出了心思实际的终生成长不雅点。是以，本研究聚焦于7—9岁儿童的心思实际的成长变更，拓展了研究对象的年纪规模，为心思实际的终生成长不雅供给有用证实。同时，以社会文明构造论为实际基本，德语论文网站，采取二级毛病信心和掉言懂得义务停止的跨文明试验研究。研究以中德两国191名7一9岁幼儿为试验被试，考核并比拟研究对象心思实际成长的程度，以期取得分歧文明配景下儿童心思实际成长的现实材料，磨练、丰硕和立异儿童心思实际，为增进儿童心思实际的成长供给心思学根据和试验支撑。经由过程深刻的剖析，获得了以下的结论：1。7一9岁中德两国儿童心思实际才能成长存在明显性差别；2。年纪是作用儿童心思实际才能的重要身分，中德两国儿童的心思实际才能均跟着年纪的增加而进步，8岁是转机点，且无性别差别；3。7一9岁年纪段二级毛病信心成长程度比掉言懂得才能高一些；4。在心思实际成长速度和成长程度上，中国7一9岁儿童低于德国儿童；5。在掉言懂得义务中，7、8和9岁儿童懂得意图较艰苦，懂得熟悉和情感心思状况绝对轻易，8岁是三种心思状况懂得成长的一个转机点。经由过程年夜量的文献查阅和剖析，笔者以为：文明配景差别是形成中德两国儿童心思实际成长分歧的主要缘由，同时，教导轨制的差别也是症结作用身分，别的，亲子关系、伪装游戏、教化措施也分歧水平地作用中德两国儿童心思实际的成长。针对以上缘由，笔者提出：年夜力倡导混龄教导，进步儿童心思实际成长程度；看重体验教导，引诱幼儿体验本身和别人的心思状况；展开伪装性游戏，充足发掘儿童的心思实际成长的潜力；优越的家庭气氛是幼儿心思实际成长的主要包管。 Abstract: Children's of Mind Theory (ToM) research has become the last 20 years of children's development of psychology a hot research. The reality of thought does not mean superstition in ordinary sense of the actual, but refers to the individual Pingzhang must the system of knowledge to others the psychological conditions stop supposition, and accordingly to others actions make causal information release to speculation. Mental practice is a useful social cognitive object of children, it can make children better adapt to the social situation, is the individual living in society should have the most basic content. As the basic of children's social cognition, the theory of mind is a main variable. In order to draw the conclusion that children should be practical and broad, it is also a great amount of cross civilization studies. And, the classical research is concentrated in 5 - 3 years old children's mind actually growth, but not because of the 4 years old you children to be familiar with the idea of a qualitative Pentium or obvious change, explain 4 years old children in the future of the mind actually no growth change. Kuhn (2000) Ming Baitian advocated the idea of practical research and familiar with the study of the combination of the study, put forward the idea of the actual life of the growing point of view. So, this study focuses on the 9 - 7 year old children's thinking of the actual growth changes, expanding the scale of the study object, the actual life of the idea of the actual growth of the supply of useful. At the same time, the theory of social civilization construction as the actual basic, take two level of fault confidence and off the language to know the obligation to stop the cross civilization test. Research in China and Germany 191 7 to 9 years old children were tested for the test, assessment and comparative study mind actual growth degree, in order to made under different cultural background children thought the actual growth of real materials, hone, rich and innovative children's psychological reality, to promote children's heart thinking the actual supply growth mind according to and test support. Through profound analysis, the following conclusions were obtained: 1. 7 a 9 year old Chinese and German children's mind actually to grow there is a significant difference; 2. Age is an important factor affecting children's psychological practical ability, Chinese and German children's psychological practice can be followed by the increase in the age of progress, 8 years old is the turning point, and no gender differences; 3. 7 a 9 year old two level of fault of the growth of the degree of confidence in the growth of higher than some of the words; 4. In the mind of the actual growth rate and the growth of the 9 year old children in China is less than 7 of German children; 5. In off the language to understand the obligations, 7, 8 and 9 years old children understand the intention of more difficult, know how familiar and emotional state of mind is absolutely easy, 8 years of age is the three kind of psychological state of mind that the growth of a turning point. Through a large amount of literature review and analysis, I think: the difference is the formation of cultural differences between Chinese and German children's psychological differences between the actual growth of the main reason, at the same time, the difference between the teaching system is also the crux of the influence factors, other, parent-child relationship, camouflage games, educational methods are also different levels of influence on the actual growth of children in China and germany. In view of the above reasons, the author puts forward: the eve of the teaching of mixed age, children's psychological development of the actual level of experience, to lure children to experience their own and other people's psychological state; to expand the game, enough to explore the potential of the child's psychological growth. 目录: |
