兒童地圖認(rèn)知與表征的實(shí)驗(yàn)研究
發(fā)布時(shí)間：2018-07-17 01:34
【摘要】：地圖在生活中隨處可見,并成為現(xiàn)代生活中不可缺少的一部分。正是因?yàn)榈貓D,我們體會(huì)到生活的便利和世界的寬廣。對(duì)于地圖,我們從什么時(shí)候認(rèn)識(shí),以及如何表征的呢?國外研究發(fā)現(xiàn):4歲左右的兒童已經(jīng)知道地圖是什么;5-6歲兒童基本形成地圖概念,具備了初步閱讀地圖的能力;7-8歲兒童則處于地圖能力發(fā)展的高峰期。對(duì)于地圖表征,類比推理理論認(rèn)為,它是從現(xiàn)實(shí)領(lǐng)域向符號(hào)領(lǐng)域的映射,即將現(xiàn)實(shí)事物和地圖中的符號(hào)之間的相同結(jié)構(gòu)提取出來加以匹配;空間認(rèn)知理論認(rèn)為,物體定位取決于編碼的策略。基于大量實(shí)驗(yàn)及相關(guān)理論,本研究以5-6歲和8-9歲年齡組為被試,采用地圖為媒介,設(shè)計(jì)了3個(gè)實(shí)驗(yàn)。實(shí)驗(yàn)1以訪談法,一是考察了兩年齡組兒童對(duì)地圖的定義、功能、用途等認(rèn)知情況;二是增加環(huán)境范圍這一變量,了解兩年齡組兒童對(duì)教室、校園、城市區(qū)域以及中國陸地等不同環(huán)境范圍的地圖表征概況。結(jié)果表明:兩年齡組兒童對(duì)地圖的幾何對(duì)應(yīng)和符號(hào)對(duì)應(yīng)兩種表征特性有一定的了解;隨著兒童經(jīng)驗(yàn)的增多,對(duì)其理解越全面;兩年齡組兒童地圖認(rèn)知因大小不同范圍而表現(xiàn)出差異性。實(shí)驗(yàn)2采用旋轉(zhuǎn)任務(wù)范式,考察旋轉(zhuǎn)角度、環(huán)境范圍這些變量是否對(duì)兩年齡組兒童在地圖表征中的幾何對(duì)應(yīng)能力產(chǎn)生影響。結(jié)果表明:隨著年齡的增大,兒童的幾何對(duì)應(yīng)能力越強(qiáng),但并沒有發(fā)現(xiàn)其受到地圖旋轉(zhuǎn)角度和環(huán)境范圍這兩個(gè)因素的交互影響。實(shí)驗(yàn)3a采用定位任務(wù)范式,增加了環(huán)境線索變量,考察不同環(huán)境范圍下兩年齡組兒童在地圖表征中的符號(hào)對(duì)應(yīng)能力。結(jié)果表明:年齡越大,兒童的符號(hào)對(duì)應(yīng)能力更優(yōu),對(duì)獨(dú)立特征物體定位的得分更高,但環(huán)境范圍沒有產(chǎn)生定位能力的差異。實(shí)驗(yàn)3b讓兒童把自己看到的或經(jīng)歷到的實(shí)物位置及場(chǎng)景,畫成圖畫或地圖方式,考察其符號(hào)對(duì)應(yīng)能力。結(jié)果表明:年齡越大,兒童的符號(hào)對(duì)應(yīng)能力更優(yōu),但由于復(fù)雜因素的交互作用的事實(shí)存在,較小年齡兒童表現(xiàn)出的這種能力,既受環(huán)境范圍大小的影響,又受物體是否獨(dú)立這一環(huán)境線索的影響。本研究關(guān)注到兒童地圖認(rèn)知與表征能力以及相關(guān)影響因素,探索了兒童地圖認(rèn)知與表征的機(jī)制。其意義在于:這既是空間認(rèn)知科學(xué)領(lǐng)域研究的熱點(diǎn),又對(duì)我國幼兒園和小學(xué)開展地理教育、環(huán)境教育和及兒童空間能力的開發(fā)提供理論依據(jù)。
[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.
【學(xué)位授予單位】：魯東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：B842.1
本文編號(hào)：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.
【學(xué)位授予單位】：魯東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：B842.1
【相似文獻(xiàn)】
相關(guān)碩士學(xué)位論文 前1條
1 孫敏;兒童地圖認(rèn)知與表征的實(shí)驗(yàn)研究[D];魯東大學(xué);2016年
，本文編號(hào)：2128443
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