4-6岁儿童对空间测量中逻辑关系的理解研究  

Research on Logical-Relation Comprehension of Space Measure by 4 to 6 Year-Old Children

作　　者：史亚娟[1] 韩小雨[2] 张华[3] 庞丽娟[2] 

机构地区：[1]中央教育科学研究所,北京100088 [2]北京师范大学教育学院,北京100875 [3]人民教育出版社,北京100081

出　　处：《教育理论与实践（学科版）》2007年第1期28-30,共3页

基　　金：国家攀登计划项目(95-专-09)

摘　　要：通过选取北京市3所幼儿园的72名4-6岁儿童为被试,采用个别测查法考察儿童对空间测量中逻辑关系的理解。研究结果表明:(1)4-6岁儿童对空间测量中逻辑关系的理解有显著年龄差异,4.5岁以后儿童对空间测量中逻辑关系的理解发展非常迅速;(2)超过50%的4-6岁儿童具有传递推理能力,但在不同测量情境中的应用不够灵活;(3)43%的4-6岁儿童能够理解测量单位大小与数量之间的反函数关系,但大部分不能理解测量活动中使用相同大小测量单位的必要性。Seventy-two children of aged 4-6 selected from three kindergartens in Beijing are tested for their comprehension of logic relation in space measure by using individual-testing method and the findings indicate that (1) there is an obvious difference between ages of four to six -year-old children in their comprehension of logic relation in space measure, the comprehension develops so quickly after aged 4-5; (2) over 50% of four to six -year-old children have the ability to transfer inference but not so inflexible in applying in the different contexts; (3) 43% of four to six -year-old children can understand the inverse-function relation between the size and the number of measure units but most of them can't understand the necessity that the same measure units are used in measure activity.

关 键 词：空间测量 逻辑关系 传递推理 反函数关系 守恒 

分 类 号：B842[哲学宗教—基础心理学]