2~6年级藏族小学生视图能力的发展规律及特点研究  

Study on the Development Law and Characteristics of Tibetan Students′ Ability of Orthogonal View in Grade 2~6

作　　者：巴桑卓玛[1,2] 覃若男 史宁中[2] Basang-Zhuoma;QIN Ruonan;SHI Ningzhong(College of Science,Tibet University,Lhasa 580000,China;School of Mathematics and Statistics,Northeast Normal University,Changchun 130024,China)

机构地区：[1]西藏大学理学院,西藏拉萨850000 [2]东北师范大学数学与统计学院,吉林长春130024

出　　处：《高原科学研究》2022年第1期113-121,共9页Plateau Science Research

基　　金：国家自然科学基金项目(12126510);中国博士后基金项目(2014M560226)。

摘　　要：选取2~6年级藏族学生281名,基于对视图能力的“读图、画图、识图”三维度及三水平的分析,考察视图能力的发展规律和特点。结果表明:(1)2~6年级藏族小学生的视图能力随年级的增长而提高,并且呈现两个发展阶段,即2~3年级的发展情况比较一致,4~6年级的发展达到较高水平且平稳发展;(2)4年级是藏族小学生的视图能力及其三维度、三水平的快速发展期;(3)不同维度的视图能力子成分的初始发展不同步,视图能力的发展不存在显著的性别差异。A total of 281 Tibetan primary students in grades 2~6 were selected to investigate the development lawand characteristics of Orthogonal View ability based on the analysis of the three-dimensional and three-level of "reading, drawing and reading" of view ability. The results show the following:(1) The Orthogonal View ability ofTibetan primary school students in grades 2~6 developed with the increase of grade, and presents two stages ofdevelopment: the development of grades 2~3 is relatively consistent, and grades 4~6 reaches a high level and de-velops steadily.(2) Grade 4 is a period of rapid development of Tibetan pupils′ Orthogonal View ability and itsthree dimensions and three levels.(3) The initial development of sub-components of Orthogonal View ability ofdifferent dimensions is not synchronous,and no significant gender difference in the development of OrthogonalView ability.

关 键 词：藏族 视图能力 小学生 特点 

分 类 号：G623.5[文化科学—教育学]