3-6岁儿童平面几何图形组合能力的发展研究

发布时间：2018-04-24 12:55

本文选题：学前儿童 + 几何图形组合能力　；参考：《华东师范大学》2009年硕士论文

【摘要】： 本研究的目的是考查3-6岁儿童的几何图形组合能力的发展状况和年龄特点,以及几何图形组合能力与几何图形辨认能力之间的关系。被试是从上海市两所普通幼儿园中随机选取的180名学前儿童,其中,大班幼儿62名,中、小班幼儿各59名。几何图形组合能力测查工具是根据克莱门茨等人(Clements,WilsonSarama,2004a)的儿童几何图形组合能力测查工具改编而成,几何图形辨认能力测查工具是在参考国内外研究的基础上,自编的图形命名任务和旋转图形匹配任务量表。测查主要采用个别面试的形式,并结合了对儿童在测查过程中的回答情况和操作行为的分析。研究采用描述性统计的方法考查了3-6岁儿童的几何图形组合能力的发展状况以及儿童在不同类别的几何图形组合任务上的完成情况;采用多元方差分析的方法考查了3-6岁儿童几何图形组合能力的年龄、性别、园所差异问题;采用描述性统计的方法考查了操作经验对儿童几何图形组合能力的影响;采用相关分析和聚类分析的方法考查了几何图形组合能力与几何图形辨认能力之间的相关关系;最后,论文还就3-6岁儿童几何图形组合能力的发展状况及年龄特点的研究所蕴含的教育意义进行了探讨。结果表明:1.3-6岁儿童的几何图形组合能力主要处于零散组合阶段到图像阶段过渡期、图像阶段、图像阶段到形状组合阶段过渡期这几个水平。2.3-6岁儿童的几何图形组合能力存在显著的年龄差异。小班幼儿以零散组合阶段到图像阶段过渡期为主,中、大班幼儿以图像组合阶段到形状阶段过渡期为主,更多的大班幼儿达到了形状组合阶段。3.3-6岁儿童完成不同类型的图形组合任务时存在着不同的特点,这些特点反映了儿童在图形组合任务上的发展趋势。4.3-6岁儿童的几何图形组合能力不存在性别差异。5.已有操作经验对3-6岁儿童的几何图形组合能力存在影响,有操作经验的幼儿表现出更多高水平阶段的特征。6.3-6岁儿童的几何图形组合能力与几何图形辨认能力存在着较为复杂的关系,两者之间的发展水平有可能是一致的,也可能呈现相反的趋势。
[Abstract]:The purpose of this study was to investigate the development and age characteristics of geometric combination ability of children aged 3-6 years, and the relationship between geometric combination ability and geometric recognition ability. The participants were 180 preschool children randomly selected from two ordinary kindergartens in Shanghai, including 62 children in large class, 59 children in middle and small classes. The tool is based on Clements, et al.'s Wilson Saramaa 2004a). The tool is based on the reference of domestic and foreign research. Self-designed graph naming task and rotation graph matching task scale. The test was mainly conducted in the form of individual interviews, and the analysis of children's responses and operational behaviors during the course of the tests was carried out. Descriptive statistical method was used to examine the development of geometric composition ability of children aged 3-6 years and their completion on different types of geometric composition tasks. The age, sex and difference of geometric combination ability of children aged 3-6 years were investigated by using the method of multivariate variance analysis, and the influence of operation experience on children's geometric pattern combination ability was examined by descriptive statistical method. Correlation analysis and clustering analysis are used to examine the correlation between geometric pattern combination ability and geometric recognition ability. Finally, The paper also discusses the development of geometry combination ability of children aged 3-6 and the educational significance of the study of age characteristics. The results show that the geometric combination ability of children aged 1.3-6 years is mainly in the transition period from the piecemeal to the image stage, the image stage. There are significant age differences in geometric ability of children aged 2.3-6 years in the transition period from image stage to shape combination stage. Small class children are mainly in transition period from scattered combination stage to image stage, while large class children are mainly in transition period from image combination stage to shape stage. More large class children reached the shape combination stage. 3.3-6 years old children have different characteristics when they complete different types of graph combination tasks. These characteristics reflect the development trend of children in the task of graphic composition. There is no gender difference in geometric ability of children aged 4.3-6 years. The experience of operation has an effect on the geometric combination ability of children aged 3-6 years. Children with operational experience showed more high-level characteristics. There was a more complex relationship between geometric combination ability and geometric recognition ability of children aged 6.3-6 years, and the level of development between them may be consistent. The opposite trend may also be observed.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G613.4

【引证文献】