【摘要】：幼兒園數(shù)學(xué)教育一直以來是我國學(xué)前教育界關(guān)注的一個領(lǐng)域。幼兒對圖形的認知則是幼兒園數(shù)學(xué)教育中十分重要的一個部分。學(xué)好圖形有助于幼兒樹立對生活和周圍世界的正確認識觀,有助于培養(yǎng)幼兒的好奇心、探究欲及對幾何乃至數(shù)學(xué)的興趣,有助于培養(yǎng)幼兒的思維能力及良好思維品質(zhì),有助于進行日后的小學(xué)數(shù)學(xué)學(xué)習(xí)。在過去幾十年里,尤其是上世紀八九十年代,國內(nèi)外研究者對學(xué)前幼兒幾何圖形認知發(fā)展的研究集中在幾何圖形辨認能力和圖形組合能力等方面,以圖形辨認能力的研究為主,很少考查其他能力,如圖形與實際物品的聯(lián)系能力、幾何圖形基本特征的理解能力。本論文分為兩個研究:研究一對上海市某一幼兒園的3-6歲幼兒,共200名被試進行圖形認知能力發(fā)展特點的研究,利用《3-6歲幼兒幾何形體認知發(fā)展測查量表》測量工具考察幼兒圖形認知能力的年級和性別差異。結(jié)果顯示3-6歲幼兒圖形認知發(fā)展具有階段性的特點,隨年級呈上升趨勢,這和前人的研究結(jié)果一致;3-6歲女性幼兒的圖形認知能力要優(yōu)于男性幼兒;3-6歲幼兒普遍掌握了圓形、三角形、正方形圖形,對于生活中常見圖形有一定的掌握,容易混淆有相似特征的圖形。研究二運用自編的幼兒圖形認知干預(yù)方案對中班實驗組幼兒,共23名被試進行了為期兩個月共八次的干預(yù)。結(jié)果顯示,通過與中班對照組幼兒的對比,實驗組在圖形的辨認、圖形的命名、圖形的指認、圖形的配對、圖形的拆分與拼搭、圖形的特征理解能力上顯著優(yōu)于對照組。
[Abstract]:Kindergarten mathematics education has always been a field of concern in the field of preschool education in China. Children's cognition of figure is a very important part of kindergarten mathematics education. Learning graphics well helps toddlers to establish a correct understanding of life and the world around them, to cultivate their curiosity, to explore their desire and their interest in geometry and even mathematics, and to cultivate their thinking ability and good thinking quality. Help to carry on the elementary school mathematics study in the future. In the past decades, especially in the 1980s and 1990s, the research on the cognitive development of pre-school children's geometric figure has focused on the recognition ability of geometric figure and the ability of combination of figures, and mainly focused on the study of the ability of graphic identification. Rarely examine other abilities, such as the ability to relate graphics to actual objects, and the ability to understand the basic features of geometry. This paper is divided into two studies: the study of a pair of 3-6-year-old children in a kindergarten in Shanghai, a total of 200 subjects were involved in the study of the characteristics of the development of graphics cognitive ability. Using the < 3-6-year-old children's geometric shape cognitive development scale > measurement tools to investigate the differences between grades and gender in the cognitive ability of children's graphics. The results showed that the 3-year-old 6-year-old children's figure cognition development had the stage characteristic, which showed the rising trend with the grade, which was consistent with the previous research results, (3) the figure cognition ability of the 6-year-old female children was better than that of the male children. (3) 6-year-old children generally master circular, triangular and square figures, which have certain grasp for common figures in life, and easily confuse figures with similar characteristics. In the second study, 23 children in the middle-class experimental group were given 8 times of intervention for two months by using the self-designed figure cognitive intervention scheme. The results showed that the experimental group was superior to the control group in the ability of recognizing graphics, naming, designating, matching, splitting and assembling graphics, and the ability of understanding the features of graphics was significantly better than that of the control group by comparing with the children in the middle class control group.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：B842.1

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