The development of spatial skills through interventions involving block building activities
The development of spatial skills through interventions involving block building activities
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DOI：
10.1080/07370000802177177
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发表时间：
2008-07-01
影响因子：
3.3
通讯作者：
Copley, Juanita
中科院分区：
文献类型：
--
作者：
Casey, Beth M.;Andrews, Nicole;Copley, Juanita
本研究探讨了幼儿空间推理能力的方块建构干预。通过两个干预条件和一个控制条件来确定，首先，砌块活动本身是否有利于儿童的空间技能，其次，故事背景是否进一步促进了学习。空间测量包括：空间可视化、心理旋转和积木构建。结果表明：与其他两种情况相比，故事背景下的干预措施提高了砌块的表现。对于空间可视化，与控制条件相比，两种类型的街区构建干预措施都提高了性能。研究结果表明：(1)讲故事为空间内容的教学提供了有效的语境；(2)积木教学培养了更广泛的空间技能；(3)三维心理旋转任务在幼儿园表现出男性优势。
This study investigated the use of block-building interventions to develop spatial-reasoning skills in kindergartners. Two intervention conditions and a control condition were included to determine, first, whether the block building activities themselves benefited children's spatial skills, and secondly, whether a story context further improved learning. Spatial measures included: spatial visualization, mental rotation, and block building. Results showed: for block building, interventions within a story context improved performance compared to the other two conditions. For spatial visualization, both types of block-building interventions improved performance compared to the control condition. Findings suggest: (1) storytelling provides an effective context for teaching spatial content, (2) teaching block building develops wider spatial skills, and (3) 3-dimensional mental rotation tasks show a male advantage in kindergartners.