A Study on the Perceptions of Learning among 3~6-Year-Old Children from a Metacognitive Perspective—A Case Study of a Kindergarten in Hangzhou

幼儿自身的学习观即幼儿对自己学习内涵、价值、方式等维度的理解和认识。已有研究多从成人视角分析总结幼儿学习，较少关注幼儿对自身学习的理解。研究随机抽取杭州市某幼儿园60名3~6岁幼儿为研究对象，采用访谈法和内容分析法进行了一对一结构性访谈，访谈内容包括幼儿对学习定义、学习内容、学习方式的认知和理解，从三个方面系统了解幼儿视角的学习观。研究发现：3~6岁幼儿在学习过程中倾向于关注学习内容的实际应用及其成效，幼儿对学习的定义呈现结果导向。随着年龄的增长，幼儿对学习的定义更加抽象和概括，对学习过程和方法的描述也更加具体和情境化，中大班的幼儿开始发展出更加自主学习策略。东西方幼儿学习观差异显著，西方研究侧重过程描述，国内幼儿更强调学习成效。本研究为理解幼儿元认知发展提供了新视角，建议教育者平衡结果与过程导向，促进“玩中学”实践。Children’s perceptions of learning refer to their understanding and recognition of the connotation, value, purpose, methods, content, and behaviors associated with learning. Previous studies on learning perspectives have predominantly focused on adult interpretations of children’s learning, with limited attention to children’s own understanding of their learning processes. This study randomly selected 60 children aged 3~6 from a kindergarten in Hangzhou, and conducted structured one-on-one interviews using interview methods and content analysis. The interviews explored children’s definitions of learning, their understanding of learning content and methods, and systematically examined their learning perspectives from three dimensions. Key findings include: Children aged 3~6 tend to focus on the practical application and outcomes of learning content, resulting in a results-oriented definition of learning. As children age, their definitions of learning become more abstract and generalized, while their descriptions of learning processes and methods grow more contextualized and concrete. Middle and senior class children begin to develop autonomous learning strategies. Significant differences exist between Eastern and Western children’s perceptions of learning. Western studies emphasize process-oriented descriptions, while Chinese children prioritize learning outcomes.