儿童认知几何图形干扰因素的研究

RESEARCH ON INTERFERENCE FACTORS OF CHILDREN'SCOGNITION OF GEOMETRIC FIGURES

本研究旨在探讨影响儿童几何图形认知的几个主要因素及其作用的变化过程。研究对象是５－１０岁儿童１４５名，研究材料有长方形、三角形、梯形、椭圆形、平行四边形。选择直观因素、种类内干扰、种类外干扰３种干扰。采取称名、指认、分类、确认、鉴别５种实验指标。实验结果表明对几何图形非本质因素的摆脱、对变式图形的确认、对非同类相似图形的鉴别是儿童初级几何认知发展的重要标志；采集双重标准分类，对本质特征和非本质特征的离析是儿童几何图形分类能力发展的主要过渡形态；语言提示对儿童几何图形分类的改进作用不大，对确认和鉴别图形有显著性影响；小学二年级儿童的初级几何知识只相当于５岁儿童水平，这种现象值得有关教育部门重视。

This research aimed at the investigation of the main factors that influence children' s cognition of geometric figures of rectangle, triangle, trapezium, ellipse and parallelogram. We chose object factors, inner-category and outer-category as interference factor and name, indication. classification, confirmation to distinguish five test items. Our research results indicated that the important criteria of children is elementary geometric cognitive development is casting off the nonessential feathers, confirming the varied figures and distinguishing the outer-category similar figures. Adopting double classification standards and separating the essential from nonessential feathers are the main transition status of the development of children' s ability to classify geometric figures. Language prompt play an important role in classifying. Especially, the elementary geometric knowledge of second grade primary school pupils merely correspond to the level of five year old children, therefore, the educational department concemed should pay great attention to this phenomenon.