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首页> 外文期刊>Frontiers in Psychology >The Use of a Novel Term Helps Preschoolers Learn the Concept of Angle: An Intervention Study With Chinese Preschool Children
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The Use of a Novel Term Helps Preschoolers Learn the Concept of Angle: An Intervention Study With Chinese Preschool Children

机译：使用小说的使用有助于学龄前儿童学习角度的概念：与中国学龄前儿童进行干预研究

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Angle is an important concept in geometry. Young children have difficulty separating angle size from other dimensions such as the length of angle sides, perhaps due to whole-object bias in word learning. The present study used the pre-test–training–post-test design to investigate the effectiveness of two ways of separating angle from angle size in 3–6-year-old Chinese preschoolers. A total of 228 children were given a pre-test and 219 of them failed the crucial test. 168 of the 219 children were present at school during the training phase and were randomly assigned to three groups: the “toma” group ( n = 57), which received training to call the whole angle figure as “toma” and angle size as angle size; the “angle/angle size” group ( n = 56), which received the training of separating “angle” from “angle size”; and the control group ( n = 55), which used “angle size” alone to represent both the overall angle figure and angle size. Results showed that the “toma” group improved significantly more than the other two groups, the latter of which did not differ from each other. These results suggest that it is insufficient to have two separate words/phrases (angle and angle size) for children to learn to differentiate angle from angle size, perhaps due to their shared usage of the word angle . Instead, the use of a novel term is necessary and sufficient to improve learning. Implications for preschool education are discussed.
机译：角度是几何形状的重要概念。幼儿难以将角度大小与角度侧长度的其他尺寸分开，也许是由于Word学习中的全对象偏差。本研究采用了预测试训练后测试设计来研究两种分离角度与3-6岁中国学龄前儿童的角度的有效性。共有228名儿童获得了预先测试，其中219人失败了至关重要的测试。在培训阶段，219名儿童中的168名儿童出席，随机分配到三组：“TOMA”组（N = 57），该培训将整个角度数字称为“TOMA”和角度大小为角度尺寸; “角度/角尺寸”组（n = 56），接收了从“角度大小”分离“角度”的训练;和单独使用“角度大小”的对照组（n = 55）表示总角度数字和角度大小。结果表明，“Toma”组比其他两组更加改善，后者彼此不同。这些结果表明，对于儿童来说，没有足够的单独单词/短语（角度和角度大小），以便学习区分角度大小，也许是由于它们对字角的共同使用。相反，使用小说术语是必要的并且足以改善学习。讨论了对学龄前教育的影响。

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