Construction of Teaching Method of Helping Pupils' Inferential Activities in Geometry Learning

摘要本研究旨在建构一套为期三年、基于纵向教学法的小学四年级几何学习推理活动发展教学方法。本研究的主要结果如下：(1)小学生对几何图形的分割、补偿和置换的认知发展随着年级的提高而提高，而对几何图形的推理组合的认知发展则保持在较低水平。(2)在构建帮助学生开展几何推理活动的教学方法上，可以看出“认知冲突法”和“辩证教学法”都是非常有用的。

The purpose of this study is to construct a teaching method of helping pupils' development of inferential activities in geometry learning based on longitudinal method for the fourth graders in elementary schools for three years. The main results of this study are as follows :(1) Their cognitive development of dividing, compensating and displacing geometrical figures improved with progress of their grades, whereas their cognitive development of geometrical figures with compositions of inferences were retained in the low level.(2) On the construction of teaching method of helping their development of inferential activities in geometry learning, we could clarify that the both of "method by using cognitive conflicts" and "dialectic-didactical method" are very useful.