四歲及六歲幼兒幾何平面圖形概念之發展

Development of 2D Geometric Shapes Recognition in Four and Six-year-old Children

幾何圖形辨識是幼兒認知概念與數學能力發展的重要基礎。過往研究指出，三歲幼兒雖能辨識基本幾何圖形，但其辨識表現尚未達穩定水準。因此，本研究延伸探討四歲與六歲幼兒之幾何圖形辨識表現，以瞭解年齡對幼兒幾何圖形概念發展與辨識表現之影響。研究對象為四歲及六歲幼兒各20名。研究工具改編自國內幼兒幾何圖形辨識相關研究，並以賴孟龍等人（2022）所發展之研究工具作為主要依據，透過測驗方式蒐集幼兒於基本幾何圖形辨識之表現資料。研究結果顯示：（一）不同年齡幼兒於基本幾何圖形穩定辨識表現上無顯著差異；（二）六歲幼兒在不同形狀及題型之辨識表現均優於四歲幼兒；（三）六歲幼兒於非典型「旋轉45度」題項之表現較弱，而四歲幼兒則於開放題型之表現較弱。研究結果顯示，年齡有助於提升幼兒整體幾何圖形辨識表現，但其穩定辨識能力仍有待進一步發展。

Geometric shape recognition is an important foundation for young children's cognitive and mathematical development. Previous research has shown that although three-year-old children are able to identify basic geometric shapes, their recognition performance is not yet stable. Therefore, this study extended the investigation to four- and six-year-old children to examine the influence of age on the development of geometric shape concepts and geometric shape recognition performance.The participants consisted of 20 four-year-old children and 20 six-year-old children. The assessment instrument was adapted from previous Taiwanese studies on young children's geometric shape recognition and was primarily based on the instrument developed by Lai et al. (2022). Children's performance in recognizing basic geometric shapes was assessed through a shape-recognition task. The results indicated that: (1) no significant age differences were found in the stable recognition of basic geometric shapes; (2) six-year-old children outperformed four-year-old children across different shapes and item types; and (3) six-year-old children showed relatively weaker performance on atypical items involving 45-degree rotations, whereas four-year-old children demonstrated weaker performance on open-shape items. The findings suggest that age contributes to improvements in overall geometric shape recognition; however, the stable recognition of geometric shapes across different representations remains challenging for young children.