折纸对中班幼儿几何图形组合能力的影响机制

The Mechanism of the Influence of Origami on Geometric Figure Combination Ability of Middle Class Children

摘要: 几何图形组合能力是幼儿数学思维与空间能力发展的基石，4~5岁处于从具体形象思维向抽象思维过渡的关键阶段。本研究以H市T幼儿园56名4~5岁中班幼儿为对象分为实验组与对照组，实验组开展为期1个月、每周2次的折纸主题活动，对照组进行常规几何教学。通过观察、测评及访谈收集数据，采用实验法探讨折纸对幼儿几何图形组合能力的影响。结果表明，折纸能显著提升中班幼儿的几何图形组合能力，且无显著性别差异。研究为幼儿园几何教育提供了实践依据。折纸凭借其操作性与趣味性，使抽象几何概念具象化，有效激发幼儿的主动探索与问题解决能力。本研究为幼儿园课程设计提供了基于实证的策略建议，旨在推动幼儿几何图形组合能力、空间思维与创造力的全面发展。

Abstract: The ability to combine geometric shapes serves as the foundation for developing children’s mathematical thinking and spatial cognition. Children aged 4~5 are in a critical developmental stage transitioning from concrete imagery thinking to abstract reasoning. This study investigates the impact of paper folding on geometric composition skills through a controlled experimental design, involving 56 preschoolers (ages 4~5) from T Kindergarten in City H. Participants were divided into two groups: an experimental group receiving weekly paper folding sessions (2 times per week) for one month, and a control group following standard geometry instruction. Data collection involved observation, assessment, and interviews. Results demonstrated that paper folding significantly enhanced geometric composition abilities among preschoolers, with no significant gender differences observed. The findings provide practical evidence for kindergarten geometry education. By combining hands-on engagement and educational appeal, paper folding transforms abstract geometric concepts into tangible experiences, effectively stimulating children’s active exploration and problem-solving capabilities. This study offers evidence-based instructional strategies for early childhood curricula, aiming to promote holistic development of geometric composition skills, spatial reasoning, and creative thinking.