运用国外已有的儿童分数概念发展的理论和教师教学资料在现有文献中选取代表性题目，编制分数概念发展测试问卷，调查北京市革新里小学三-六年级124名小学生分数概念发展情况，探索主要的分数构想的发展情况，同时验证各构想与运算的关系及与国外现有模型的匹配程度。研究发现，小学生分数概念发展的高峰期在五六年级，并且各构想发展的最佳时期不同。对比当前应用的小学数学课本中分数知识设置情况探讨教材内容与学生分数概念发展情况，发现教材知识对应了学生相应知识的发展，五年级的分数加法教学与学生形成测量构想有关，六年级的分数乘法教学与操作构想有关。

This paper reviews recent research in the area of fraction subcostructs developed in primary school students. The major goal is to discover the developing sequence of five major subconstructs of fraction concept with the scores of student from third to sixth graders in Gexinli Primary School in Beijing. In particular, using factor analysis techniques to analyze data of students’ performance on fractions. The associations among the different subconstructs of fractions and the subjects designed in teaching materials were examined, which contribute to students’ performance on fraction operations. It is confirmed in this research that the development of certain subconstructs differs in grade, especially highly developing in fifth and sixth grade. It’s also found in the research that part-whole subconstruct comes first in early grades but no longer fits the understanding of expanded fraction operations, while the Measure subconstruct development related to the addition operation and the operator subconstruct to the multiplication of fraction.