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 After a child is enrolled in a school, not only the gradual mastery of some knowledge but also changes in the way of mastery, after teaching, this is particularly evident in the characteristics of thinking activities. In pre-school children’s psychological activity, the dominant is the perceptual knowledge, if perceptual knowledge also embraces the low-level thinking, the so-called concrete, the image of thinking, then to school age, children begin to be able to Understanding of external phenomena gradually transition to the internal relations of things that the so-called abstract, logical thinking. This change affects the entire psychological activity of children, causing some qualitative changes. child