一解放以来,我国不少心理学工作者和教育工作者对于儿童心理年齡特征的看法,曾經出現过完全相反的两种傾向。在教学改革以前和教学改革初期,傾向子强調儿童心理年龄特征的稳定性,而忽視其可变性,甚至认为它是固定不变的,无視我国經济政治制度和教育的重大变革对儿童心理年齡特征所引起的变化,低估了新中国儿童的心理发展水平。在教学改革开展以后的一个时期中,流行着另一种傾向,即强調可变性,而忽視稳定性,甚至否定儿童心理年龄特征的存在。他們认为经济政治制度一变化,儿童心理所有一切 Since the liberation, many psychologists and educators in our country have had two diametrically opposite tendencies regarding the psychological age characteristics of children. Before teaching reform and teaching reform, tendencies emphasize the stability of children’s psychological age characteristics, while neglect their variability, even think it is immutable, ignore our country’s economic and political system and major changes in education psychology of children The changes caused by age characteristics underestimate the psychological development of new Chinese children. In a period after the reform of education came into being, another tendency prevailed. That is to say, it emphasized the variability while neglecting the stability and even denied the existence of children’s psychological age characteristics. They think a change in economic and political system, children’s psychology everything