儿童地图认知与表征的实验研究
发布时间：2018-07-17 01:34
【摘要】：地图在生活中随处可见,并成为现代生活中不可缺少的一部分。正是因为地图,我们体会到生活的便利和世界的宽广。对于地图,我们从什么时候认识,以及如何表征的呢?国外研究发现:4岁左右的儿童已经知道地图是什么;5-6岁儿童基本形成地图概念,具备了初步阅读地图的能力;7-8岁儿童则处于地图能力发展的高峰期。对于地图表征,类比推理理论认为,它是从现实领域向符号领域的映射,即将现实事物和地图中的符号之间的相同结构提取出来加以匹配;空间认知理论认为,物体定位取决于编码的策略。基于大量实验及相关理论,本研究以5-6岁和8-9岁年龄组为被试,采用地图为媒介,设计了3个实验。实验1以访谈法,一是考察了两年龄组儿童对地图的定义、功能、用途等认知情况;二是增加环境范围这一变量,了解两年龄组儿童对教室、校园、城市区域以及中国陆地等不同环境范围的地图表征概况。结果表明:两年龄组儿童对地图的几何对应和符号对应两种表征特性有一定的了解;随着儿童经验的增多,对其理解越全面;两年龄组儿童地图认知因大小不同范围而表现出差异性。实验2采用旋转任务范式,考察旋转角度、环境范围这些变量是否对两年龄组儿童在地图表征中的几何对应能力产生影响。结果表明:随着年龄的增大,儿童的几何对应能力越强,但并没有发现其受到地图旋转角度和环境范围这两个因素的交互影响。实验3a采用定位任务范式,增加了环境线索变量,考察不同环境范围下两年龄组儿童在地图表征中的符号对应能力。结果表明:年龄越大,儿童的符号对应能力更优,对独立特征物体定位的得分更高,但环境范围没有产生定位能力的差异。实验3b让儿童把自己看到的或经历到的实物位置及场景,画成图画或地图方式,考察其符号对应能力。结果表明:年龄越大,儿童的符号对应能力更优,但由于复杂因素的交互作用的事实存在,较小年龄儿童表现出的这种能力,既受环境范围大小的影响,又受物体是否独立这一环境线索的影响。本研究关注到儿童地图认知与表征能力以及相关影响因素,探索了儿童地图认知与表征的机制。其意义在于:这既是空间认知科学领域研究的热点,又对我国幼儿园和小学开展地理教育、环境教育和及儿童空间能力的开发提供理论依据。
[Abstract]:Maps can be seen everywhere in life and become an indispensable part of modern life. It is because of the map that we realize the convenience of life and the breadth of the world. When did we know about maps, and how do we represent them? Foreign studies have found that children around the age of 4 already know what a map is. Children aged 5-6 years have basically formed a map concept, and children aged 7-8 are at the peak of map development. For map representation, the analogical reasoning theory holds that it is a mapping from the real field to the symbolic field, that is, the same structure between the real things and the symbols in the map is extracted and matched. Object location depends on the coding strategy. Based on a large number of experiments and related theories, three experiments were designed in this study, using maps as the medium and 5-6 and 8-9 years old age groups as subjects. In experiment 1, by interview, we investigated the cognition of map in children of two age groups, including definition, function, use and so on; second, we added the variable of environment scope to understand the children of two age groups to classroom, school, etc. An overview of map representation of urban areas and different environmental areas such as land in China. The results show that children of two age groups have a certain understanding of the geometric correspondence and symbolic correspondence of maps, and with the increase of children's experience, they have a more comprehensive understanding of them. Map cognition of children in two age groups was different because of different size and range. In experiment 2, the rotation task paradigm was used to investigate whether these variables, such as rotation angle and range of environment, had an effect on the geometric correspondence ability of children of two age groups in map representation. The results show that the geometric correspondence ability of children is stronger with the increase of age, but it is not found that it is influenced by the rotation angle of map and the range of environment. In experiment 3a, location-based task paradigm was used to increase environmental cues to investigate the symbolic correspondence ability of children of two age groups in map representation in different environmental ranges. The results showed that the older the age, the better the symbol correspondence ability of children, and the higher the score of locating independent feature objects, but there was no difference in localization ability in the environment. In experiment 3b, children were asked to draw pictures or maps of physical locations and scenes they had seen or experienced, and to examine their symbolic correspondence. The results show that the older the children are, the better their symbolic correspondence ability is. However, due to the fact that the interaction of complex factors exists, this ability of younger children is affected by the range of environment. It is also influenced by the environmental clue whether the object is independent or not. This study focused on the cognitive and representational ability of children's maps and related factors, and explored the mechanism of children's map cognition and representation. The significance lies in: this is not only a hot spot in the field of space cognitive science, but also provides a theoretical basis for the development of geography education, environmental education and the development of children's spatial ability in kindergartens and primary schools in China.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：B842.1
本文编号：2128443
[Abstract]:Maps can be seen everywhere in life and become an indispensable part of modern life. It is because of the map that we realize the convenience of life and the breadth of the world. When did we know about maps, and how do we represent them? Foreign studies have found that children around the age of 4 already know what a map is. Children aged 5-6 years have basically formed a map concept, and children aged 7-8 are at the peak of map development. For map representation, the analogical reasoning theory holds that it is a mapping from the real field to the symbolic field, that is, the same structure between the real things and the symbols in the map is extracted and matched. Object location depends on the coding strategy. Based on a large number of experiments and related theories, three experiments were designed in this study, using maps as the medium and 5-6 and 8-9 years old age groups as subjects. In experiment 1, by interview, we investigated the cognition of map in children of two age groups, including definition, function, use and so on; second, we added the variable of environment scope to understand the children of two age groups to classroom, school, etc. An overview of map representation of urban areas and different environmental areas such as land in China. The results show that children of two age groups have a certain understanding of the geometric correspondence and symbolic correspondence of maps, and with the increase of children's experience, they have a more comprehensive understanding of them. Map cognition of children in two age groups was different because of different size and range. In experiment 2, the rotation task paradigm was used to investigate whether these variables, such as rotation angle and range of environment, had an effect on the geometric correspondence ability of children of two age groups in map representation. The results show that the geometric correspondence ability of children is stronger with the increase of age, but it is not found that it is influenced by the rotation angle of map and the range of environment. In experiment 3a, location-based task paradigm was used to increase environmental cues to investigate the symbolic correspondence ability of children of two age groups in map representation in different environmental ranges. The results showed that the older the age, the better the symbol correspondence ability of children, and the higher the score of locating independent feature objects, but there was no difference in localization ability in the environment. In experiment 3b, children were asked to draw pictures or maps of physical locations and scenes they had seen or experienced, and to examine their symbolic correspondence. The results show that the older the children are, the better their symbolic correspondence ability is. However, due to the fact that the interaction of complex factors exists, this ability of younger children is affected by the range of environment. It is also influenced by the environmental clue whether the object is independent or not. This study focused on the cognitive and representational ability of children's maps and related factors, and explored the mechanism of children's map cognition and representation. The significance lies in: this is not only a hot spot in the field of space cognitive science, but also provides a theoretical basis for the development of geography education, environmental education and the development of children's spatial ability in kindergartens and primary schools in China.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：B842.1
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1 孙敏;儿童地图认知与表征的实验研究[D];鲁东大学;2016年
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