ISSN 0439-755X
CN 11-1911/B
主办:中国心理学会
   中国科学院心理研究所
出版:科学出版社

心理学报 ›› 1962, Vol. 6 ›› Issue (2): 39-49.

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学龄儿童理解寓言、比喻詞的年龄特点

李丹 ;缪小春 ;武進之   

  • 出版日期:1962-06-25 发布日期:1962-06-25
  • 通讯作者: 李丹

THE DEVELOPMENT OF THE UNDERSTANDING OF FABLE AND METAPHOR IN SCHOOL CHILDREN

LEE TAN, MIAO HSIAO-CHUN, WU CHIN-CHIH   

  • Online:1962-06-25 Published:1962-06-25

摘要: <正> 一 儿童在入学后,經过教学的影响,不但逐漸掌握了一些知識,而且在掌握方式上也发生着变化,这点在思維活动的特点上表現得特别明显。在学前儿童的心理活动中,占主导地位的是感性认識,如果說感性认識也包合着低級思維,即所謂具体的、形象的思維,那么到学龄期,儿童开始能从对事物的外部現象的认識逐漸过渡到对事物內部联系的认識,即所謂抽象的、邏輯的思維。这一变化影响着儿童整个心理活动,使之发生一些质变。儿童

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Abstract: It is a study of the development of understanding fables and metaphors in school children of 4 different ages. The results indicate:1) The level of understanding the figurative meaning of fable and metaphor by school children increases with the age: from understanding the specific details and giving the superficial explanation of the phrases to understanding the figurative meaning in their specific details, and finally, revealing the general implication and the abstract principles without regarding the details.2) The level of understanding the different natures and degress of fable and metaphor in school children of different ages shows some characteristics of thinking in children. It is conditioned by his life experience and the degree of difficulty of the fables and metaphors.

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