The Characteristics And Promotion Of Graphic Cognitive Development In 3-6 Years Old Children

Kindergarten mathematics education has always been a special concern in our field of pre-school education.Children's cognition of graphics is a very important part of kindergarten mathematics education.Learning good graphics can help children to establish a correct view of life and the surrounding world,help to cultivate children's curiosity,explore the desire and geometric and mathematical interest,help to cultivate children's thinking ability and good thinking quality,help the future primary school mathematics learning.In the past few decades,especially in the eighties and nineties of last century,domestic and foreign researchers on the pre-school children's geometric cognitive development research focused on geometric graphics recognition ability and graphics composition ability,etc.,by graph identification ability research primarily,rarely examine other abilities,such as the ability of graphics to interact with the actual items,and the basic features of geometric graphics.This paper is divided into two research: the first study is to test a kindergarten in Shanghai,a total of 200 3-6 year old children for the development of graphic cognitive ability research,with the use of "3-6 year old children cognitive development of geometric Measurement Scale " to measure the grade and gender differences in children 's graphic cognitive ability.The results show that the development of graphic cognition development of 3-6 year old children has the characteristics of stage,with the grade rising trend,which is consistent with the previous study results;3-6 year old female children's graphics cognitive ability is better than male children;3-6-year-old children generally mastered the round,triangle,square graphics,which are common graphics for life have a certain grasp,easy to confuse the graphics with the similar characteristics.In the second study,a total of 23 subjects were intervened for a total of eight times for two months.The results showed that the experimental group was better than the controlled group in the recognition of graphics,the naming of graphics,the identification of graphics,the matching of graphics,the splitting and splicing of graphics,and the ability of pattern recognition.