运用微观发生学设计方法,考察了80名5～6岁儿童在矩阵填充任务中策略获得与运用的过程。结果发现,儿童策略的获得主要源于反馈和自我解释;儿童的策略获得与运用包含新策略的生成、策略的迁移和策略的推广等三个阶段;5岁儿童和6岁儿童在策略获得与运用上存在一定差异;暗示性反馈在低水平学习者身上收效甚微。研究者基于研究结果提出了相应的教育启示。 By using the method of microscopic genesis design, the process of obtaining and using 80 children aged 5 ~ 6 years in the matrix filling task was investigated. The results showed that children’s strategies were mainly obtained from feedback and self-explanation, children’s strategy acquisition and application including the formation of new strategies, the migration of strategies and the promotion of strategies. There are some differences in the application; suggestive feedback in low-level learners who have little effect. Based on the research results, the researchers put forward corresponding educational enlightenment.