類比推理是重要的認知能力，本研究在探討 4 至 6 歲幼兒類比推理能力的發展 ，目的有三：(1) 探討 4 至 6 歲幼兒解決幾何傳統類比題能力的發展，(2) 探討幼兒解決 幾何傳統類比題的解題策略的發展， (3) 以 Sternberg 的運作成份理論分析幼兒解決幾何 傳統類比題的困難。研究對象是 60 位 4 至 6 歲幼兒，研究材料是自編的「幼兒幾何類比 推理測驗」， 其中包含 12 個 A:B:C:? 的幾何傳統類比題，這些幾何類比題是由顏色、形 狀、大小不同的積木組成，並以操作方式對幼兒進行個別測量。研究結果發現: (1) 幼兒的 類比推理能力隨年齡而上升，有發展上的趨勢。(2) 年齡較大幼兒顯著地比年齡較小幼兒使 用更多的高層關係策略。(3) 幼兒解決幾何傳統類比題的困難集中在對應歷程。

　　　　　This study assessed the development of analogical reasoning of 4 to 6- year-olds. The purposes were (1) to measure the development of preschoolers' analogical reasoning in solving geometric analogy problems, (2) to assess the development of problemsolving strategies while solving problems, and (3) to analyze the difficulties of solving geometric analogy problems. Sixty 4-,5-, and 6-year-olds were included as subjects. The task consisted of 12 geometric analogy problems that were presented in a manipulative gamelike context. Each problem used attribute blocks that varied on the dimensions of color, shape, and size. The results demontrared that preschoolers were capable of applying analogical reasoning in the solution of geometric analogy problems of the form of A:B::C?. There was a linear upward trend in the performance of 4 to 6-year-olds. Secondly, the preschoolers' applying higher-order relations strategy improved as the age increased. Finally, the most difficult component in solving geometric analogy problems was application, according to Sternberg's theory.