一项关于低年级儿童速度概念发展的研究

研究主动提供控制时间或距离一个变量恒定的问题情景，并考虑皮亚杰提出的儿童对速度具有“超越”的直觉，创设了4个难易程度不同的问题情景，采取访谈形式对59名低年级儿童的速度概念发展状况进行调查研究。结果表明：1．低年级儿童的速度概念具有位置决定倾向，幼儿园大班学生的速度概念表现出严重的位置决定论，一年级学生的速度概念有一定的进步，三年级学生的速度概念有了很大的提高，超过半数的学生从位置决定论中走出；2．低年级儿童距离概念和时间概念的发展存在不平衡性，距离概念处于优势维度。

A STUDY OF CHILDREN'S CONCEPTUAL DEVELOPMENT ON SPEED

The researchers provided the sample children with the problem-solving situations ranked in four levels by difficulties, in which the researchers took the initiative to control the toy vehicle's movement by keeping time of distance variant, in order to study children's conceptual development on speed. 59 kindergarten and elementary school children were diagnosed by using the interview method. The result was that: the younger children in the kindergarten understood the speed of a vehicle by depending on the position where the vehicle is; the older children in the kindergarten had a remarkable position-determining trend; the first graders' concept of speed was better developed; and the third graders' were even more developed. More than half of the third graders understood speed not just by position-determining trend but by attention to the whole dynamic movement. Also discovered in the studies: there was a difference in children's development of concepts on distance and on time, their concept of distance being ahead of the concept of time.