發(fā)布時間：2018-11-15 14:01

【摘要】： 本研究的目的是考察4-6歲學(xué)前兒童的長度理解能力發(fā)展?fàn)顩r和年齡特點,其中包括長度基本概念、長度排序、長度守恒的發(fā)展特點;以及4-6歲學(xué)前兒童長度基本概念、長度排序、長度守恒這三者之間的相互關(guān)系。被試是從上海市兩所普通幼兒園中隨機(jī)抽取的12個班級共111名幼兒(4-6歲)。研究采取的工具是根據(jù)博爾頓劉易斯等人(Boulton-Lewis,1996)和布雷登等人(Bladen,2000)研究的基礎(chǔ)上改編而成。研究用描述性統(tǒng)計的方法考察了4-6歲學(xué)前兒童長度基本概念、長度排序、長度守恒的發(fā)展?fàn)顩r;采用多元方差分析的方法考察了4-6歲學(xué)前兒童長度理解能力的年齡、性別和園所差異問題;采用相關(guān)分析的方法考察了4-6歲學(xué)前兒童的長度基本概念、長度排序、長度守恒三者之間的相互關(guān)系;也討論了4-6歲學(xué)前兒童長度理解能力的發(fā)展?fàn)顩r及年齡發(fā)展特點所蘊含的教育意義。 本研究的結(jié)果表明:絕大多數(shù)4-6歲幼兒對長度概念的掌握程度較好;4-6歲幼兒更傾向使用標(biāo)準(zhǔn)工具進(jìn)行長度測量,但能力較低,6歲中有10%可以完全正確的使用非標(biāo)準(zhǔn)工具進(jìn)行測量;大多數(shù)4-6歲幼兒運用的長度排序策略是目測法、重疊法、并放法、兩兩比較,少數(shù)大班幼兒能自覺的運用簡便的長度排序方法;大多數(shù)4-6歲幼兒判斷長度守恒的策略一般為看曲直、看多少、看首尾是否對齊、看卡片大小、看圖形大小,少數(shù)大班幼兒會運用一一對應(yīng)數(shù)數(shù)、想象變形、推理方法;長度基本概念、長度排序、長度守恒三者之間具有正向相關(guān);總體來說,4-6歲幼兒的長度理解能力存在著極顯著的年齡差異,但無性別差異。
[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.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2007
【分類號】：G610

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前2條

1 楊志艷;3-6歲兒童量的排序與事件排序的發(fā)展研究[D];華東師范大學(xué);2009年

2 劉玉瑩;5-6歲兒童排序與推理能力發(fā)展研究[D];陜西師范大學(xué);2012年

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本文編號：2333508