三歲幼兒基本幾何圖形的辨識發展
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Date
2022-04-??
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台灣數學教育學會、國立臺灣師範大學數學系共同發行
Department of Mathematics, National Taiwan Normal UniversityTaiwan Association for Mathematics Education
Department of Mathematics, National Taiwan Normal UniversityTaiwan Association for Mathematics Education
Abstract
本研究探討三歲幼兒在基幾何圖形（正方形、長方形、三角形與圓形）的辨識以及發展。具體而言，本研究包含三個目的：（一）探究三歲幼兒在四個基本幾何圖形辨識穩定度；（二） 檢視幼兒在辨識四個基本幾何圖形的發展順序；（三） 系統性檢視影響三歲幼兒幾何形狀辨識的圖形設計因素。本研究以自編「幾何圖形辨識圖卡」檢視42位三歲幼兒（平均三歲十個月）在正方形、長方形、三角形與圓形的辨識表現。研究發現如下：（一）雖然三歲幼兒在四個形狀的典型圖形的辨識表現皆良好，但是尚未能穩定辨識基本幾何圖形，尤其是非典型的正方形；（二） 三歲幼兒圖形辨識的發展順序最早為圓形，最晚為正方形；（三） 圖形方向的改變與虛線的圖形明顯影響三歲幼兒在基本幾何圖形的辨識表現。
This study was conducted to investigate three-year-old children's development of basic geometric shape recognition（i.e., square, rectangle, triangle, and circle）. Specifically, we examined whether three-year-old children were able to reliably recognize these geometric shapes varied in sizes and orientations, examined the order of conceptual development of these geometric shapes, and examined the factors affecting three-year-children's recognition performance. Forty-two preschoolers（M = 3 years 10 months）from southern Taiwan participated. The participants were asked to recognize each shape from example and non-example cards created by the researchers. Results indicated that while three-year-old children were able to successfully recognize typical geometrical shapes, they were still unable to reliably and flexibly recognize these geometric shapes varied in sizes and orientations. The results also showed three-year-old children's concept of circles was developed first, followed by those of triangles, rectangles, and lastly squares. In addition, orientations of the shapes significantly affected three-year-children's recognition performance.
This study was conducted to investigate three-year-old children's development of basic geometric shape recognition（i.e., square, rectangle, triangle, and circle）. Specifically, we examined whether three-year-old children were able to reliably recognize these geometric shapes varied in sizes and orientations, examined the order of conceptual development of these geometric shapes, and examined the factors affecting three-year-children's recognition performance. Forty-two preschoolers（M = 3 years 10 months）from southern Taiwan participated. The participants were asked to recognize each shape from example and non-example cards created by the researchers. Results indicated that while three-year-old children were able to successfully recognize typical geometrical shapes, they were still unable to reliably and flexibly recognize these geometric shapes varied in sizes and orientations. The results also showed three-year-old children's concept of circles was developed first, followed by those of triangles, rectangles, and lastly squares. In addition, orientations of the shapes significantly affected three-year-children's recognition performance.