本研究的主要目的在探討4至6歲學前兒童類推理能力的發展與進行類比推理的教學，共分三個研究來進行。

研究一的主要目的在了解幼兒是否能解答以問題類比題的要素編成的傳統類比題。研究二，主要目的在了解幼兒能否自發的注意及使用來源故事，以解決問題類比題中的標的問題。研究三的目的在探討不同教學策略對幼兒的類比解題能力有何種影響。

綜合以上三個研究的結果及綜合討論可以歸納以下結論：當標的故事是簡單的工具使用問題時，

（一）幼兒能在傳統類比題中作類比推理，這種能力有發展上的趨勢，而且造成發展差異的原因是知識。

（二）幼兒在解答傳統類比題時，約半數的幼兒能了解答解傳統類比題的關鍵，並不會受到工具外表特徵的影響。

（三）五、六歲幼兒在被暗示後能在具有相似結構的問題中作類比推理，並解決標的問題，而且這種能力有發展上的趨勢。

（四）年齡較大幼兒解決問題類比題的困難主要是因為未能注意來源與標的間的相關，年齡小幼兒還得加上使用來源的因素。

（五）幼兒在作類比推理解決問題時，形成的基模並不包含整個故事的解題要素，大多集中在解決方案的相似。

（六）以困難的工具使用問題為材料進行教學，教學策略中以兩個來源組的教學效果最好，原則組其次。

由以上結論可知，當問題是有關簡單的工具使用時（例如用管子的問題），幼兒能在自發或在接受暗示後，將來源的之事遷移到結構相似的標的問題中。但是遇到困難得工具使用問題時，幼兒的遷移能力就受到很大的抑制，然而提供幼兒較多來源故事後，幼兒仍能形成解題原則。由此可知，不要直接告訴幼兒解題原則，僅僅提供例子，而由他們自行找出關係與原則，這是最好的學習途徑。

最後提出對教學及未來研究的建議：

（一）對教學的建議有：1.進行類比推理教學時，應多提供實例作為來源，效果較好。2.對於年齡較大幼兒的教學，教師最好只暗示故事間的相關，讓幼兒自己去歸納，教師的分析，有時反而會造成幼兒處理訊息的負擔。

（二）對未來研究的建議有：1.考慮用較大量的樣本進行。2.考慮對六至九歲兒童進行發展性的研究，以了解類比推理能力在這些年齡組中的發展情形。3.探討表面與結構相似對幼兒注意及使用來源的影響。4.探討提供兩個來源有助於提升類比遷移效果的原因。5.探討幼兒進行類比推理時是受表面相似或結構相似所影響。6.澄清幼兒所謂的「一樣」是指什麼﹖是否與成人的「一樣」意思相同。7.探討幼兒是如何透過例子形成解題原則。

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