Instructional Design for Enhancement of Social Cognition of Children: Development of Curriculum and Instructional Model for Social Studies Classroom

本研究旨在建构一个以实验课为基础的社会科课程模式，以形成儿童的社会认知，并预测儿童社会认知发展的特征：1）儿童社会认知的发展可分为若干个不同的阶段; 2）儿童的社会认知可分为独立认知、参照认知、整合认知、改造认知、儿童社会认知的发展呈现出知识积累、知识网络建立和知识整合的螺旋式发展特点，儿童的具体观点或零碎观点经过四、五年级前后的过渡期，发展为以更内在的观点为中心的组织事物的能力; 5）观点采择的经验促进了儿童社会认知的发展，在此基础上，以四、五、六年级儿童为被试进行实验课。在此基础上，本研究设计了五种促进幼儿社会认知发展的社会科课程模式。

This study aims to develop the model of a social studies curriculum through experimental lessons to form children's social cognition.The predicted characteristics of development in children's social cognition are: 1) the development of children's social cognition can be divided into several qualitatively different phases; 2)children's social cognition can be classified into the five categories, that is, Independent cognition, Referential cognition, Incorporated cognition, Reformative cognition, and Comprehensive cognition; 3) the growth of children's social cognition is characterized by a spiral development of knowledge accumulation, knowledge network establishment, and knowledge integration; 4) idiographic or fragmentary viewpoints of children develop into the ability to organize matters with a central focus on more intrinsic viewpoints through the transition period around grades four and five; 5) the experience of perspective-taking promotes children's social cognition.On the basis of this, experimental lessons were implemented using subjects of children in grades four, five and six. Based on the result, five models of social studies curriculum was developed that promoted the child's social cognition.