中文摘要：

采用结构式访谈法，通过计算机模拟真实情景的动画方式，系统探查4—7岁儿童在目的指向性维度上的本体区分、因果认知发展模式以及在此维度上的朴素生物学“理论”的形成。结果表明：（1）4～7岁儿童在目的指向性维度上进行本体区分的认知发展模式，经历了从低到高4种发展水平，即目的论模式——基于动物模式——基于生物模式——基于本体区分模式；（2）4～7岁儿童对目的指向性的因果认知与本体区分表现出一致性发展模式，表明学前儿童在目的指向性维度上逐渐形成了朴素生物学“理论”；（3）5～6岁是儿童对目的指向性认知的快速发展期，领域知识对儿童的认知发展具有明显的促进作用，但是受年龄和领域任务的影响。

英文摘要：

Creatures are the living entities, which go for advantages and avoid disadvantages in order to keep themselves living and race breeding, so all creatures have goal-dirocted action. Goal-dirocted action is the basic nature for living things, but non-living things have no such nature, so it is an important standard to distinguish living and non-living things, but for 4- to-7-year-old children, the following three questions are uncertain. How or Wh~her they carry on entity distinguish of living things and non- living things by goal-dirocted action, or whether the children have formed the naive biology theory in this dimension, so this study will provide theory and expcrimental proof for naive biology theory development in children＇s core domain. The study has applied structure mode interviewing, by making simulated true situation cartoon story scenarios （three for each of animals, plants, and non-living things, the orders are counterbalanced）, subjects are tested individually according to the presenting modes on the computer. Subjects are children from 4 to 7-years-old, among them, children of 4-year-old are 25, children of 5-year-old, children of 6-year-old children of 7-year-old are all 24, 49 boys, 48 girls. The study is 3（animals, plants, man-made things） by 4（age） mixed experiment design, entity stimulants are subject design, age is design among subject. Results showed that： （1） For 4-7children, the cognitive development of entity distinguish in goal-directed action dimension embodies four stages from low level to high level： cognitive mode based on teleology （0 level）, cognitive mode based on animals（level 1）, cognitive mode based on living things （level 2） and the cognitive pattern based on entity distinguish（level 3）. （2）For 4-7 children, the consistency of cause and effect cognitive development and entity distinguish development has also experienced the process from vague to polarization and concordance. （3） For children, 5-year-old and 6-year-old is the fas