在尼瓦努瓦图儿童中发展教学
Eva Brandl1, Emily H Emmott2, Ruth Mace2
1Lise Meitner Research Group BirthRites, Department of Human Behavior, Ecology and Culture, Max Planck Institute for Evolutionary Anthropology, Leipzig, Germany.
Child development
|June 14, 2023
概括
孩子 孩子 孩子 孩子
科学领域:
- 发展心理学 发展心理学
- 社会学习理论社会学习理论
- 跨文化研究跨文化研究
背景情况:
- 社会学习对于发展至关重要,在工业化社会中,教学行为因年龄而异.
- 以前的研究表明,在西方儿童的教学中,从示范转向抽象的口头交流.
- 这些发现对非西方文化背景的概括性仍然在很大程度上未被探索.
研究的目的:
- 研究梅拉尼西亚儿童教学策略的发展轨迹.
- 在非西方文化环境中比较不同年龄段的教学行为.
- 检查社会文化环境对教学本体性的影响.
主要方法:
- 在瓦努阿图,对55名年龄在4.7至11.4岁的黑兰西亚儿童进行了一场同行教学游戏.
- 观察和分析了儿童的教学策略,包括示范,命令和口头解释.
- 数据是在2019年收集的,参与者分为年龄组进行比较分析.
主要成果:
- 8岁以下的儿童主要使用参与式教学方法,强调通过行动学习,演示和简短的命令 (57.1%在4-6岁,57.9%在7-8岁).
- 抽象的口头沟通只在9-11岁 (63.6%) 的老年儿童中流行起来.
- 这些发现与西方教学发展模式形成鲜明对比.
结论:
- 儿童教学的本体性在很大程度上是由社会文化背景塑造的.
- 参与式和以示范为基础的教学方法在较年轻的美拉尼西亚儿童中很常见.
- 抽象的口头教学在这个文化群体的后期发展中出现,与西方规范不同.
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