自然接触与中小学生认知能力的发展：机制与路径

doi:10.16187/j.cnki.issn1001-4918.2026.05.13

摘要/Abstract

摘要： 相较于家校干预，自然接触作为一种生态化的支持性路径，对中小学生认知能力的发展具有积极影响。然而，当前我国中小学生普遍存在户外自然接触时间不足的现象，其认知发展的自然支持环境亟待优化。本文基于“生态-社会-心理”作用路径与“多模态生理”中介机制，系统梳理了自然接触影响认知能力的理论及实证证据，总结了“生态调节”、“社会建设”、“心理恢复”及“多模态生理指标变化”等内在机制的最新研究。最后提出未来研究可以关注中小学生自然接触的异质性、探讨不同自然接触组合类型提升中小学生认知能力的作用机制、开发精准的自然教育干预方案以及关注家长教育对自然接触发挥积极效益的影响，拓展相关研究领域。

关键词: 自然接触, 中小学生, 认知能力

Abstract: Compared to home-and school-based interventions, nature contact serves as an ecologically supportive pathway that positively influences the cognitive development of primary and secondary school students. However, students in China currently face a widespread lack of adequate outdoor nature exposure, highlighting an urgent need to optimize their natural supportive environments for cognitive growth. Based on the “ecological-social-psychological”pathway and the mediating role of multimodal physiological mechanisms, this paper systematically reviews theoretical and empirical evidence on how nature contact affects cognitive abilities. It synthesizes recent research on underlying mechanisms, including ecological regulation, social capacity-building, psychological restoration, and changes in multimodal physiological indicators. Finally, it is proposed that future research could focus on the heterogeneity of nature contact among primary and secondary school students, integrate the macro and micro mechanisms through which nature contact enhances the cognitive abilities of primary and secondary school students, develop precise nature-education intervention programs, and explore the influence of parental education behavior on the positive effect of nature contact, expanding the relevant research fields.

Key words: nature contact, primary and secondary school students, cognitive abilities

中图分类号:

B844

于晓, 张昕, 戚玥, 高璐莹, 那诗琦, 陈英和. 自然接触与中小学生认知能力的发展：机制与路径[J]. 心理发展与教育, 2026, 42(5): 748-760.

YU Xiao, ZHANG Xin, QI Yue, GAO Luying, NA Shiqi, CHEN Yinghe. Nature Contact and the Development of Cognitive Abilities in Primary and Secondary School Students: Mechanisms and Pathways[J]. Psychological Development and Education, 2026, 42(5): 748-760.

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