兒童的類比推理思考與發展

Abstract

本文以文獻分析的方法，探討兒童的類比推理思考，及其隨年齡增長，推理思考 上改變的趨向。 一般評量兒童類比推理能力的方法， 約有兩種型式，1. 類似智力測驗的傳統類比推理題式 （ a:b::c:d ）；2. 以問題解決為取向，從來源問題來解決標的問題。 不同的評量方式， 闡論的觀點也各異。分析兒童類比推理思考發展的理論，約有下列四種理論：1. J. Piaget 的認知發展階段論； 2. R. J. Sternberg 的成分分析理論； 問題解決取向者為： 3. D. Gentner 的結構對應理論；4. K. J. Holyoak 的基模歸納理論。 綜合本文之探討，兒童的類比推理思考與發展趨向為： 1. 年齡對類比推理思考能力，是個重要的影響因素。 發展的趨向為由不成熟的知覺導向思 考，逐漸進步到目標導向的類比推理。 2. 形式運思期以前的兒童， 只要類比推理的問題設計是在他們熟悉的知識領域及能理解的 關係時，則他們亦能表現類比推理能力。 3. 提供解決類比推理問題相關的知識、經驗、暗示、線索及教學活動， 有助類比推理解題 成功，尤其對年幼的兒童益為重要。 針對研究發現，提出促進兒童類比推理思考的教學建議。

Based on a literature review, discussions focused on children`s analogical reasoning performance and developments. There are two ways to measure children`s analogical reasoning: using the classical item analogy task (e.g. a:b::c:d), such as found on IQ tests; or the problem solving orientation, after children learning analogous problems and their solutions (source problem), then asking them to solve target problems. Based on the two kinds of measures, there are four theories of analogical development. They are as follows: 1) A structural theories by J. Piaget; 2) Componential theories by R. J. Sternberg; Problem solving orientation, includes; 3) D. Gentner`s structure-mapping theory and 4) K. J. Holyoak`s schema induction theory. This paper shows that 1) Age is very importment to analogical reasoning. The development of analogical reasoning ability is from immature perceptional reasoning to mature goal directional reasoning; 2) Children`s age before formal stage (under age 11). If they are familiar and understand the related knowledge and relations hips of the presented analogy problems, they can perform analogy reasoning well. 3) Providing problem solving related domain knowledge, hints, reminding cues and instruction may promote analogy reasoning, especially for younger children. Suggestions on instructions are made for promoting children`s analogical reasoning.