幼兒心智言談研究及其對教育的啟示

A Study of Young Children Mental Talk and Implications for Young Children Education

林敏宜(Min-Yi Lin) ； 簡淑真(Shu-Chen Chien)

《幼兒教育》 304期 (2011/12) Pp. 43-55

https://doi.org/10.6367/ECE.201112.0043

摘要

近年來，幼兒心智言談研究隨著研究成果的累積，已成為兒童心智理論研究的新興焦點之一。本文首先說明幼兒心智言談的意涵、特徵與重要性；其次將現階段的幼兒心智言談研究概分為幼兒心智言談的發展、幼兒或親子間心智言談與幼兒心智理解的關係、親子共讀與幼兒心智言談的相關研究、影響幼兒心智言談的相關因素等四個細項，逐一說明；最後提出幼兒心智言談研究對教育的啟示，以為參考：1、營造輕鬆無壓力的言談環境，鼓勵幼兒暢所欲言；2、配合幼兒心智理解能力的發展，提供適切的鷹架支持；3、提供同儕互動的機會，促進幼兒與他人相互交流；4、善用共讀時機，與幼兒分享角色的心智理解訊息；5、掌握偶發事件，相機提供心智言談的機會。

關鍵字

心智言談 ； 心智理論 ； 兒童心智理論 ； 心智理解

並列摘要

With the accumulation of research results and data on young children mental talk in recent years, mental talk has become a burgeoning topic in the theoretical research on the understanding of children's minds. This paper first explains the meaning, characteristics and importance of young children mental talk. It then categorizes and explains current researches on young children mental talk into four detailed topics: the development of young children mental talk, the relation between a child's mental understanding and child or child-parent mental talk, related researches in child-parent reading and young children mental talk, and related factors influencing young children mental talk. Lastly, implications of young children mental talk on education are suggested for reference: 1) creating a relaxed and non-compulsive conversation environment, encouraging young children to say whatever they wish; 2) coordinating with the development of the young child's mental understanding to provide suitable scaffolding and assistance; 3) providing opportunities for peer interaction and encourage young children to communicate with others; 4) using read-together sessions to share mental understanding and information of story characters; 5) taking advantage of opportunities to create mental talk sessions.

並列關鍵字

mental talk ； theory of mind ； children's theory of mind ； understanding of mind