儿童认知地图研究——以小学校园为例

Children’s Cognitive Map: A Case Study on Primary School Campus

为探究儿童如何认识、理解空间环境,对儿童环境认知地图有关理论进行简要回顾,通过实证研究对儿童认知地图进行解读与剖析。以小学校园及小学儿童为研究对象,利用认知草图方法,从儿童描绘的地图草图中提取认知地图的构成要素,绘制出儿童的公共认知地图,对儿童认知地图进行分类,并以此初步探讨儿童的空间认知特点。结果表明:儿童认知地图意象要素平均数约为7.6个,其中,场所、标志物和建筑居于儿童环境意象的主要地位;在儿童公共认知地图中,意象要素同意率普遍偏低,较难形成高度一致的环境认同;随着儿童年龄的增长,其认知地图逐渐从界标型向整体型发展,但整体上小学阶段的儿童认知地图仍以路线型为主。

In order to investigate the children's cognition of spatial environment,the theory of cognitive map is briefly reviewed,and the cognitive map of children is interpreted and analyzed through empirical research.Taking the primary school and primary school children as the research objects,using the cognitive map method,we extract the elements of cognitive map depicted by children.The public cognitive maps are depicted and classified,so as to explore children's spatial cognition characteristics.The results show that the average number of image elements of children's cognitive map is about 7.6,places,signs and buildings are the main status of children's environmental image.In children's public cognitive map,the agreement rate of image elements is generally low and it is difficult to form a highly consistent environmental identity.With the growth of children's age,the cognitive map has gradually developed from the Landmark Representation to the Survey Representation,but on the whole,children's cognitive map is still mainly based on the Route Representation.