低年级段中度智力落后儿童感知集合发展的实验研究

发布时间：2018-06-06 13:11

本文选题：中度智力落后儿童 + 感知集合　；参考：《华东师范大学》2009年硕士论文

【摘要】： 感知集合对儿童发展其他数学概念,进行更复杂的数学学习有着重要的意义,这种意义主要体现在对儿童学习计数和数的加减运算的影响作用上。由于智力上的缺陷或发展迟滞,中度智力落后儿童在诸如计数、计算等数学内容的学习上都比同年龄的正常儿童表现出更大的困难。低年级段中度智力落后儿童感知集合的发展现状与趋势究竟如何,这些问题引起研究者的关注。本研究采用实物与图形卡片作为实验材料,对培智学校1-4年级的41名中度智力落后儿童进行了五个独立的实验,以探讨低年级段中度智力落后儿童感知集合能力发展的现状与趋势,包括:对有限集合的感知能力、区分“1”和“许多”的能力、按事物外部特征进行分类的能力、集合包含关系的理解能力、集合间的运算能力、进行两个集合中元素的一一对应能力、感知等价集合的能力、判断集合中元素个数的能力以及集合比较的能力。实验结果发现,低年级段中度智力落后儿童已经掌握的感知集合能力有感知有限集合的能力、区分“1”和“许多”的能力、进行集合间简单加法运算的能力以及判断不同排列方式的集合中元素个数的能力,这四个能力在1-4年级里已经很稳定。儿童开始初步掌握并有提高趋势的能力包括分类的能力、对两个集合中元素进行一一对应的能力与集合比较的能力。前两类能力在低年级段有随着年龄增长逐渐提高的趋势。在集合比较上,虽然低年级段的儿童具有一定的集合比较能力,但大多数都还不会使用正确有效的集合比较方法。而儿童还未掌握的能力则是对集合包含关系的理解能力与对等价集合的感知能力。即使到了四年级,这两类能力也仍然没有出现开始掌握的迹象和趋势。这表明,低年级段中度智力落后儿童感知集合能力的发展还处于第三个阶段之中,即感知集合元素的阶段。他们在感知等价集合能力上的低水平反映了他们数概念发展的薄弱,而对集合包含关系理解能力的缺乏也将会制约他们进一步学习和掌握数的组成以及加减法运算。
[Abstract]:Perceptual sets have important significance for children to develop other mathematical concepts and carry out more complicated mathematical learning, which is mainly reflected in the effect on children's learning counting and addition and subtraction of numbers. Due to mental retardation or development retardation, children with moderate mental retardation have more difficulty in learning mathematics such as counting and calculation than normal children of the same age. What is the current situation and trend of children with moderate mental retardation in the lower grades? these problems have attracted the attention of researchers. In this study, five independent experiments were carried out on 41 moderately mentally retarded children in grades 1-4 of Peiji School using physical and graphic cards as experimental materials. To explore the present situation and trend of children with moderate mental retardation in the lower grade, including the ability to distinguish "1" from "many" and the ability to classify according to the external characteristics of things, including the perception ability of limited set, the ability of distinguishing "1" from "many", and the ability of classifying according to the external characteristics of things. The set contains the ability to understand the relationship, the ability to operate between sets, the ability to make one-to-one correspondence of elements in two sets, the ability to perceive the equivalent set, the ability to judge the number of elements in the set and the ability to compare sets. The results showed that children with moderate mental retardation in the lower grade had the ability to perceive a limited set and to distinguish between "1" and "many". The ability of simple addition between sets and the ability to judge the number of elements in the set with different arrangement methods are very stable in grades 1-4. Children begin to master and have the ability to improve the trend including the ability to classify the elements in the two sets and the ability to compare one to one with the set. The first two types of abilities tend to increase with age in the lower grades. In set comparison, although children in lower grades have some ability of set comparison, most of them do not use correct and effective set comparison methods. But the ability that children have not mastered is the ability to understand the relation of set inclusion and the ability to perceive the equivalent set. Even in fourth grade, the two types of abilities still show no signs or trends of beginning to master. This indicates that the development of children with moderate mental retardation in the lower grade is still in the third stage, that is, the stage of perceiving set elements. Their low ability to perceive equivalence sets reflects their weakness in the development of the concept of number, and their lack of understanding of set inclusion relationships will restrict them from further learning and mastering the composition of numbers and addition and subtraction operations.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G764

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