本文選題：積木游戲　切入點：幼兒幾何形體認知　出處：《天津師范大學》2017年碩士論文

【摘要】：幾何形體認知是幼兒數(shù)學教育活動中涉及較少但又是幼兒幾何空間思維的發(fā)展的重要組成部分,幾何形體是對客觀事物外部形狀的抽象概括的表達,幼兒的幾何形體認知影響著他們對客觀世界中形形色色的物體做出辨認和區(qū)分的能力,以及他們的空間知覺能力與初步的空間想象力的發(fā)展,從而為進一步的幾何后續(xù)學習打下一定的基礎。積木游戲?qū)儆谟變簣@區(qū)各項域活動中隸屬于建構(gòu)區(qū)的一項重要的游戲方式,是學前兒童一種基本的活動與學習方式。積木游戲?qū)τ變荷硇母鞣矫娴陌l(fā)展承擔著重要的推動作用,在積木游戲過程中,幼兒的健康、科學、語言、社會、藝術等多項學科領域的早期發(fā)展都能得到相應的促進。由于積木游戲材料存在高開放性、低結(jié)構(gòu)性的特點,使幼兒在進行積木游戲時,承載著對其進行數(shù)學學習的任務。而積木形狀各異、大小不一,幼兒進行積木游戲活動對促進幼兒的幾何形體認知具有可行性。因此,本研究試圖探討5-6歲幼兒幾何形體認知的特點及積木游戲?qū)τ變簬缀涡误w認知是否具有促進作用。本次研究采用的實驗法,被試選取的是山東省菏澤市某一積木游戲活動進行較少及園所對積木重視較輕的社區(qū)幼兒園,從中隨機選取5-6歲幼兒56名,分為對照組和實驗組,實驗組幼兒接受積木游戲干預,對照組幼兒進行常規(guī)活動。實驗前后分別對實驗組和對照組幼兒進行幾何形體認知測量,對前后得分差異作進行數(shù)據(jù)分析,實驗結(jié)果表明:積木游戲能夠促進幼兒幾何形體認知的發(fā)展。
[Abstract]:Geometric body cognition is an important part of the development of children's geometric space thinking, which is less involved in infant mathematics education activities. Geometric form is an abstract expression of external shape of objective things. Children's geometric body cognition affects their ability to identify and distinguish all kinds of objects in the objective world, as well as their spatial perception ability and the development of their initial spatial imagination. Thus lay a foundation for further geometry follow-up study. Building block games belong to an important game way belonging to the constructive area in the activities of various fields in the kindergarten area. Building block play plays an important role in promoting children's physical and mental development. In the process of building blocks play, children's health, science, language, society, The early development of many disciplines such as art can be promoted accordingly. Due to the high openness and low structural characteristics of building block playing materials, young children are playing building blocks. The building blocks are different in shape, size and size. It is feasible for children to play building blocks in order to promote their cognition of geometric form. This study attempts to explore the characteristics of geometric body cognition of children aged 5-6 years and whether building block play can promote the cognition of geometric body. 56 children aged 5 to 6 were randomly selected from a community kindergarten in Heze City, Shandong Province, which had less building block activities and less attention to building blocks. 56 children aged 5-6 years were divided into two groups: control group and experimental group. The children in the experimental group received the intervention of building block games, and the children in the control group carried out routine activities. Before and after the experiment, the children of the experimental group and the control group were measured with geometric body cognition, and the differences in scores between the two groups were analyzed. The experimental results show that building block games can promote the development of children's knowledge of geometric form.
【學位授予單位】：天津師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G613.4

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