Intervention Research On Mental Rotation Ability Of Children In Middle And Large Classes

Mental rotation ability is an important part of spatial ability.In this research,118 kindergarten children in Nanjing were selected to measure the development characteristics of their two-dimensional and three-dimensional mental rotation ability,and to explore the influence of teaching intervention on their 2-D and 3-D mental rotation ability through quasi-experimental research methods.First of all,this research examines the developmental characteristics of the children’s mental rotation ability through the individual measurement.The results show that middle class children can only perform 2-D mental rotation,and large class children have the ability of 2-D and 3-D mental rotation;The mental rotation ability of large class children was significantly higher than that of middle class children;The 2-D mental rotation ability of middle and large class children is affected by the type of rotation graphics;There was no gender difference in middle class children’s mental rotation ability,but only gender difference in large class children’s 3-D mental rotation ability,and boys’ scores were significantly higher than girls’.Secondly,this research adopts the quasi-experimental design method to investigate the influence of teaching intervention on the mental rotation ability of the above research objects.Results show that after the teaching intervention,middle class children’s 2-D and 3-D mental rotation ability were significantly increased,and the intervention effect reflects the differences in gender and rotation angle,only the boys’2-D mental rotation ability get promoted,only the girls’3-D mental rotation ability get promoted,only 900 and 1800 of 3-D mental rotation score of middle class children significantly increased;only 3-D mental rotation ability of large class children significantly increased,and the intervention effect reflects the differences in gender differences and rotation angle,only boys’3-D mental rotation ability get promoted,large class children only scored a significant progress in 45° of 3-D mental rotation.The research found that teaching intervention can promote the development of kindergarten children’s mental rotation ability.Therefore,the following education suggestions were put forward:the development of children’s spatial ability should be viewed correctly,and the level of children’s mental rotation development should not be underestimated;to carry out age-appropriate mental rotation related activities;according to the gender development characteristics of mental rotation ability,activities suitable for children of different genders should be carried out;provides related mental rotation activities involving different rotation angles.