父母-儿童共同活动中的互动与儿童的数学学习

发布时间：2018-11-26 06:51

【摘要】：本研究运用结构性观察方法对两组4岁儿童与父母在四种活动中的互动进行了分析与比较。一组儿童为书面数符号测查高分者,二组儿童为书面数符号测查低分者。85对父母-儿童对子参加了4个各有15分钟的共同活动,阅读、数学题、纸和积木,并完成一个微型问卷。结果表明,在这些活动中包含了多种数学知识学习和多种以父母为主导的互动策略;两组对子之间在数学事件频次上无差异,但一组父母更多地运用了一些积极策略,二组父母更多地运用了一些消极策略;二组中有更多儿童对互动表现出消极回应和注意力问题。两个组的父母在家中与儿童一起进行诸如阅读和做数学题的共同活动的频次与质量上表现出差异。
[Abstract]:In this study, structural observation was used to analyze and compare the interaction between 4-year-old children and their parents in four activities. One group of children had a high score in the written number symbol test, and two groups of children had a low score in the written number symbol test. 85 pairs of parents and children participated in four 15-minute joint activities, reading, math problems, paper and building blocks. A miniature questionnaire was completed. The results show that these activities include a variety of mathematical knowledge learning and a variety of parent-led interactive strategies; There was no difference in the frequency of mathematical events between the two groups, but one group of parents used more positive strategies and two groups of parents used more negative strategies. More children in both groups showed negative responses to interactions and attention problems. Parents in both groups showed differences in frequency and quality of joint activities with their children at home, such as reading and doing math problems.
【作者单位】：华东师范大学学前教育系华东师范大学学前教育系上海浦东社会发展局教育发展研究所华东师范大学学前教育系华东师范大学学前教育系华东师范大学学前教育系华东师范大学学前教育系
【基金】：全国教育科学十五规划课题(DHA030148) 上海市教育科学研究课题(B033)的一部分。
【分类号】：B844.1

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