幼児の思考の発達に関する研究

課題の提示形式と量概念の形成について

抄録

I. I. This study consists of two experiments. In the first part, the author tries to reveal the presence of a certain sequence in the development of thinking faculty of preschool children: the process of the shift from visual-motor thinking to visual-figurative and verbal thinking. In the second part, comparing “action level” with “outer speech”, the author studies the effect of the teaching of “weight” as continuous quantity on the basis of the “theory of the step form of intellectual action” by p. Galperin.
II. Conclusion: The children, in the experimental groups showed higher results than those in control groups, but there was no distinct difference among the experimental groups. It seems that the most effective and appropriate method in teaching children who are in their later half of five years is that adopting “action level” and “outer speech” based on the “theory of step form of intellectual action”.
The reason is that during this period of life children experience the shift from visual-motor thinking to viival-figurative, and then, to verbal thinking. And this acquisition is completed when the higher types of orientation toward the conditions of the questions and the communication with language are formed in their mental ability.