.4 ~ 6-year-old Children The Next Time The Experimental Study Of The Cognitive Teaching

This study employs the experimental method. On the analyzing model, Friedman's experimental model has been referred and further improved, which can be perceived from the following aspects. The increase of variables, which is also called the systemic teaching, aims at exploring the relationship between teaching and children's cognitive development of time. On the participants selection, the children from 4 to 6 years old have been chosen, which emphasizes the development of children's cognition of time and can further reveal the whole developing process of children's cognition of time. On the selection of experimental tasks, the tasks being close to the children's life "Happy Holiday" serve as the experimental tasks, which overcome the restriction of lacking naturalness in the analysis concerning the time cognition. Therefore, the characteristic of children's future time cognition can be detected comprehensively. The result indicates that:1.The temporal representation of the children from 4 to 6 lies in at least two ways. The first way is that children can activate the relevant propositions in daily life. The second way is that children's understanding of the future time depends on their comprehension of the conventional order of events. 2.Four year-old children has already developed the future time cognition. They can distinguish the time order of future events that is familiar to them in daily life. As they grow old, the veracity of their time order judgment improves. The factors that affect children's future time cognition include teaching, age and future distances of events, among which teaching is the most important factor. 3.Children from 4 to 6 develop their future temporal representation tact in a way that much tact exists at the same time. The mainly employed cognitive tacts includes global descriptions of distances, distances in conventional unites, locations and guess, among which locations and distances in conventional unites appear to be more important. 4.The development of children's temporal cognitive tact follows the thinking rule from sensory perception to abstract. 5.The factors that affect children's temporal cognitive tact include the effect of teaching and the effect of the concrete life scene. The teaching is the most important factor that decides the children's cognitive development. 6.The children of 4 years old can distinguish the temporal distance information of the future events. During the period from 4 to 6, children's ability to distinguish the temporal distance is in great changes. There are subsections in children's cognition of future temporal distance.