本研究以北京市某幼儿园小班共计20位幼儿为观察对象，通过作品取样的方式，首先分析了幼儿的整体搭建水平。在此基础上，说明积木游戏对幼儿概念形成的作用。通过对幼儿的搭建行为进行过程性分析，探讨幼儿运用了怎样的思维方式促进相关概念的发展。研究发现，积木游戏对幼儿概念的形成具有重要的作用。在积木搭建过程中，幼儿形成了空间概念，包括方位概念和体积概念；数概念，包括按物取数、一一对应的基数概念以及与倍数、和差关系相关的算数概念；分类概念，包括通过形状分类掌握的对称概念以及通过功能分类掌握的平衡概念。在概念形成过程中，幼儿通过积木游戏主要表现出两种思维策略——推理策略、调试策略。针对以上研究结果，笔者建议，幼儿园教师应注重积木游戏对小班幼儿概念形成的作用。教师不仅应该为幼儿提供更多的搭建机会，更应该对幼儿的搭建过程中尝试获得概念的行为进行合理的指导，注意观察幼儿的动作、分析幼儿的行为。

In this study, the researcher has chosen 20 preschool children as the subjects through the works sampling progress from a kindergarten in Beijing. Using this manner, the concepts formatted in the vertically building have been analyzed, so does the thinking strategies they chose .The study found that, block playing plays significant influence for children’s concepts formation. During the building progress, children have grasped the concepts including space (orientation and size); number (using the right number to fetch the right things, one to one, multiple, summing and differencing) and also classification (symmetry based on shape and balance based on function). In the concept of access to the process, children have used two kinds of thinking strategies --the reasoning strategies and the debugging strategies.From above findings, the author suggests, kindergarten teachers should focus on the concepts which children try to get in the situation of building blocks. Teachers should not only provide more opportunities for children to build, but also try to set up the process to help children format the concepts and give them a reasonable guide through observing their action and analyzing their behavior.