【作者】 肖娟；

【导师】 周欣；

【作者基本信息】 华东师范大学 ， 学前教育学， 2007， 硕士

【摘要】 本研究的目的是考察4-6岁学前儿童的长度理解能力发展状况和年龄特点,其中包括长度基本概念、长度排序、长度守恒的发展特点;以及4-6岁学前儿童长度基本概念、长度排序、长度守恒这三者之间的相互关系。被试是从上海市两所普通幼儿园中随机抽取的12个班级共111名幼儿(4-6岁)。研究采取的工具是根据博尔顿刘易斯等人(Boulton-Lewis,1996)和布雷登等人(Bladen,2000)研究的基础上改编而成。研究用描述性统计的方法考察了4-6岁学前儿童长度基本概念、长度排序、长度守恒的发展状况;采用多元方差分析的方法考察了4-6岁学前儿童长度理解能力的年龄、性别和园所差异问题;采用相关分析的方法考察了4-6岁学前儿童的长度基本概念、长度排序、长度守恒三者之间的相互关系;也讨论了4-6岁学前儿童长度理解能力的发展状况及年龄发展特点所蕴含的教育意义。本研究的结果表明:绝大多数4-6岁幼儿对长度概念的掌握程度较好;4-6岁幼儿更倾向使用标准工具进行长度测量,但能力较低,6岁中有10%可以完全正确的使用非标准工具进行测量;大多数4-6岁幼儿运用的长度排序策略是目测法、重叠法、并放法、两两比较,少数大班幼儿能自觉的运用简便的长度排序方法;大多数4-6岁幼儿判断长度守恒的策略一般为看曲直、看多少、看首尾是否对齐、看卡片大小、看图形大小,少数大班幼儿会运用一一对应数数、想象变形、推理方法;长度基本概念、长度排序、长度守恒三者之间具有正向相关;总体来说,4-6岁幼儿的长度理解能力存在着极显著的年龄差异,但无性别差异。更多还原

【Abstract】 The purpose of this study was to investigate the developmental characteristics in young children’s understanding of lengh, and the relationship among children’s essential concept of length, seriation of length, and conservation of length. A sample of 111 children aged 4-6 was randomly selected from 12 classes in two ordinary preschools in Shanghai. The test to assess young children’s understanding of length in this study was adapted from study created by Boulton-Lewis and colleagues (Boulton-Lewis, Wilss & Mutch, 1996) and Bladen and colleagues, (Bladen, Widilish & Cox, 2000). The study examined the status of young children’s essential concept and seriation and conservation of length by means of Descriptive Statistics; the effects of age and gender and school on the performances of child’s understanding of length by MANOVA; the relationship among essential concept of length, seriation of length, and conservation of length abilities through Correlation Analysis. The implication of the study was also dicussed.The result indicated that most of the children who aged 4 to 6 years had good ability of the concept of length; the children aged 4-6 would like to choose standarized tools rather than nonstandarized tools in measurement of length, but the ability is poor, 10 percents of children aged 6 could measure length correctly by nonstandarized tools; the strategies on seriation of length included visual perception, overlap, equally, and compare between two objects, minority of children between 5 to 6 could use convenient strategies; the strategies on conservation of length included judged by bend or straight, judged by number, judged by the size of the card, judged by the size of figure, minority of children between 5 to 6 could corresponding count, imagine the transfiguration of the figure,and reason.The significant positive correlation emerged among children’s performance on children’s essential concept of length, seriation of length, and conservation of length. But no gender discrimination was found on the children’s understanding of lengh.更多还原