从符号表征到高阶思维：3–6岁幼儿深度学习能力的发展路径与干预机制研究
DOI:
https://doi.org/10.70693/rwsk.v1i7.1122Keywords:
高阶思维, 深度学习, 三阶干预模型, 文化资本, 学前教育Abstract
本研究以“符号—思维”发展图谱为核心，综合象征表征理论、执行功能发展模型与文化历史活动论，探讨3–6岁幼儿深度学习能力的阶段演化机制与教育干预路径。研究采用混合方法，结合执行功能测评、结构化课堂行为观察、教学环境评价与家庭文化资本变量分析，识别出幼儿符号认知向高阶思维发展的三阶段特征：跨模态匹配、结构化组织与抽象迁移。在此基础上构建的“三阶符号干预模型”显著促进了幼儿在元认知调节、因果推理与情境迁移等关键能力的发展。研究进一步发现，教学环境中的符号密度与结构化程度，以及家庭文化资本水平，对干预成效具有显著交互调节作用。据此，研究提出课程设计、环境创设与家园协同三方面的教育建议，为提升学前教育质量与促进教育公平提供理论支持与实践路径。
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