幼儿教育：教育科学
幼兒教育：教育科學
유인교육：교육과학
2012年
6期
26-29
,共4页
梦的心理属性%心理理论%3-5岁幼儿%非物质性%非共享性
夢的心理屬性%心理理論%3-5歲幼兒%非物質性%非共享性
몽적심리속성%심리이론%3-5세유인%비물질성%비공향성
psychological nature of dreams%mind theory%3-5-year-old children%immaterial nature%private nature
以杭州市两所幼儿园的96-名幼儿为被试，考察幼儿对梦的心理属性的理解及其发展状况。结果表明：（1）3岁幼儿已经初步理解了梦的非物质性，并认为梦具有共享性；4岁幼儿能较好地理解梦的非物质性，并初步理解了梦的非共享性；5岁幼儿能较好地理解梦同时具有非物质性和非共享性特点。（2）3-4岁幼儿对梦的非物质性的理解好于对非共享性的理解。
以杭州市兩所幼兒園的96-名幼兒為被試，攷察幼兒對夢的心理屬性的理解及其髮展狀況。結果錶明：（1）3歲幼兒已經初步理解瞭夢的非物質性，併認為夢具有共享性；4歲幼兒能較好地理解夢的非物質性，併初步理解瞭夢的非共享性；5歲幼兒能較好地理解夢同時具有非物質性和非共享性特點。（2）3-4歲幼兒對夢的非物質性的理解好于對非共享性的理解。
이항주시량소유인완적96-명유인위피시，고찰유인대몽적심리속성적리해급기발전상황。결과표명：（1）3세유인이경초보리해료몽적비물질성，병인위몽구유공향성；4세유인능교호지리해몽적비물질성，병초보리해료몽적비공향성；5세유인능교호지리해몽동시구유비물질성화비공향성특점。（2）3-4세유인대몽적비물질성적리해호우대비공향성적리해。
Taldng 96 children from 2 kindergartens in Hangzhou as subjects, the researchers studied their understanding of the psychological nature of dreams and its development, the results indicated that （1） 3 year olds had a primitive understanding of the immaterial nature of dreams and believed dreams were shared; 4 year olds obtained a better understanding of immaterial nature of dreams and a primitive understanding of dreams＇ private nature; and the 5 year olds had a good understanding of both natures of dreams; （2） 3-4-year olds had a better understanding of the immaterial nature than the private nature of dreams.
