4-6岁儿童长度理解能力的发展
发布时间：2018-11-15 14:01
【摘要】： 本研究的目的是考察4-6岁学前儿童的长度理解能力发展状况和年龄特点,其中包括长度基本概念、长度排序、长度守恒的发展特点;以及4-6岁学前儿童长度基本概念、长度排序、长度守恒这三者之间的相互关系。被试是从上海市两所普通幼儿园中随机抽取的12个班级共111名幼儿(4-6岁)。研究采取的工具是根据博尔顿刘易斯等人(Boulton-Lewis,1996)和布雷登等人(Bladen,2000)研究的基础上改编而成。研究用描述性统计的方法考察了4-6岁学前儿童长度基本概念、长度排序、长度守恒的发展状况;采用多元方差分析的方法考察了4-6岁学前儿童长度理解能力的年龄、性别和园所差异问题;采用相关分析的方法考察了4-6岁学前儿童的长度基本概念、长度排序、长度守恒三者之间的相互关系;也讨论了4-6岁学前儿童长度理解能力的发展状况及年龄发展特点所蕴含的教育意义。 本研究的结果表明:绝大多数4-6岁幼儿对长度概念的掌握程度较好;4-6岁幼儿更倾向使用标准工具进行长度测量,但能力较低,6岁中有10%可以完全正确的使用非标准工具进行测量;大多数4-6岁幼儿运用的长度排序策略是目测法、重叠法、并放法、两两比较,少数大班幼儿能自觉的运用简便的长度排序方法;大多数4-6岁幼儿判断长度守恒的策略一般为看曲直、看多少、看首尾是否对齐、看卡片大小、看图形大小,少数大班幼儿会运用一一对应数数、想象变形、推理方法;长度基本概念、长度排序、长度守恒三者之间具有正向相关;总体来说,4-6岁幼儿的长度理解能力存在着极显著的年龄差异,但无性别差异。
[Abstract]:The purpose of this study was to investigate the developmental status and age characteristics of length comprehension ability of preschool children aged 4-6 years, including the basic concept of length, length ranking and development characteristics of length conservation. And the basic concept of length of preschool children aged 4-6, length ranking, length conservation. The subjects were 111 children (4-6 years old) from 12 classes randomly selected from two kindergartens in Shanghai. The tools used in the study are based on research by Boulton-Lewis,1996 et al. (Boulton-Lewis,1996) and Bladen,2000 et al. The development of basic concept of length, ranking of length and conservation of length of preschool children aged 4-6 years were investigated by descriptive statistical method. Multivariate variance analysis was used to investigate the age, sex and differences of length comprehension ability of preschool children aged 4-6 years. The correlation analysis was used to investigate the relationship among the basic concept of length, length ranking and length conservation of 4-6 years old preschool children. This paper also discusses the development of length understanding ability of preschool children aged 4 to 6 and the educational significance of the characteristics of age development. The results of this study show that the majority of children aged 4-6 have a good grasp of the concept of length; Children aged 4-6 years were more likely to use standard tools for length measurement, but their ability was lower. 10% of children aged 4 to 6 could use non-standard tools to measure the length correctly. Most children aged 4-6 years old use the length ranking strategy is visual method, overlapping method, parallel method, compared with each other, a few children in large classes can consciously use a simple method of length ranking; Most 4-6 years old children's strategy to judge the conservation of length is generally to see straight, see how much, see whether the first and last alignment, look at the card size, look at the size of graphics, a few large class children will use one-to-one corresponding number, imagine deformation, reasoning method; There is a positive correlation among the basic concept of length, length ranking and length conservation. In general, there is a significant age difference in the length comprehension ability of children aged 4-6, but there is no gender difference.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G610
本文编号：2333508
[Abstract]:The purpose of this study was to investigate the developmental status and age characteristics of length comprehension ability of preschool children aged 4-6 years, including the basic concept of length, length ranking and development characteristics of length conservation. And the basic concept of length of preschool children aged 4-6, length ranking, length conservation. The subjects were 111 children (4-6 years old) from 12 classes randomly selected from two kindergartens in Shanghai. The tools used in the study are based on research by Boulton-Lewis,1996 et al. (Boulton-Lewis,1996) and Bladen,2000 et al. The development of basic concept of length, ranking of length and conservation of length of preschool children aged 4-6 years were investigated by descriptive statistical method. Multivariate variance analysis was used to investigate the age, sex and differences of length comprehension ability of preschool children aged 4-6 years. The correlation analysis was used to investigate the relationship among the basic concept of length, length ranking and length conservation of 4-6 years old preschool children. This paper also discusses the development of length understanding ability of preschool children aged 4 to 6 and the educational significance of the characteristics of age development. The results of this study show that the majority of children aged 4-6 have a good grasp of the concept of length; Children aged 4-6 years were more likely to use standard tools for length measurement, but their ability was lower. 10% of children aged 4 to 6 could use non-standard tools to measure the length correctly. Most children aged 4-6 years old use the length ranking strategy is visual method, overlapping method, parallel method, compared with each other, a few children in large classes can consciously use a simple method of length ranking; Most 4-6 years old children's strategy to judge the conservation of length is generally to see straight, see how much, see whether the first and last alignment, look at the card size, look at the size of graphics, a few large class children will use one-to-one corresponding number, imagine deformation, reasoning method; There is a positive correlation among the basic concept of length, length ranking and length conservation. In general, there is a significant age difference in the length comprehension ability of children aged 4-6, but there is no gender difference.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G610
【引证文献】
相关硕士学位论文 前2条
1 杨志艳;3-6岁儿童量的排序与事件排序的发展研究[D];华东师范大学;2009年
2 刘玉莹;5-6岁儿童排序与推理能力发展研究[D];陕西师范大学;2012年
，本文编号：2333508
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