2～5岁儿童的数概念发展水平——理解者水平理论的视角
发布时间：2019-07-05 13:43
【摘要】：本研究从儿童数概念发展的理解者水平模型的理论视角,对100名2～5岁学前儿童的数概念发展水平进行划分,并比较不同水平儿童对后继函数的理解和掌握,探讨儿童数概念的发展过程。结果表明:4岁以后绝大部分儿童达到了数概念发展的最高水平即基数原则水平,该水平的儿童可以把后继函数的方向性和单位性变化对应到数数序列的数词上。而2～3岁的大部分儿童还处于子集水平,该水平的儿童和基数原则水平的儿童相比,对后继函数的理解存在差异。但后继函数的发展不是全或者无的,子集水平的儿童也具有对较小数量的方向性和单位性的认识。
[Abstract]:From the perspective of the understanding level model of the concept development of children's number, this study divides the development level of the number concept of 100 preschool children aged 2 years and 5 years old, compares the understanding and mastery of the subsequent functions of children at different levels, and discusses the development process of the concept of number of children. The results show that most of the children after the age of 4 have reached the highest level of the development of the concept of number, that is, the cardinal principle level, and the children at this level can correspond the directional and unidirectional changes of the subsequent function to the numeral words of the number sequence. However, most of the children aged 2 years and 3 years old are still at the subset level. Compared with the children with the cardinal principle level, there is a difference in the understanding of the follow-up function between the children aged 2 years and 3 years old. However, the development of subsequent functions is not complete or absent, and children at subset level also have an understanding of a small number of directivity and unit.
【作者单位】： 北京师范大学发展心理研究所;山东师范大学心理学院;北京市三帆中学学生处;
【基金】：国家自然科学基金项目(31271106)的资助
【分类号】：B844.1
[Abstract]:From the perspective of the understanding level model of the concept development of children's number, this study divides the development level of the number concept of 100 preschool children aged 2 years and 5 years old, compares the understanding and mastery of the subsequent functions of children at different levels, and discusses the development process of the concept of number of children. The results show that most of the children after the age of 4 have reached the highest level of the development of the concept of number, that is, the cardinal principle level, and the children at this level can correspond the directional and unidirectional changes of the subsequent function to the numeral words of the number sequence. However, most of the children aged 2 years and 3 years old are still at the subset level. Compared with the children with the cardinal principle level, there is a difference in the understanding of the follow-up function between the children aged 2 years and 3 years old. However, the development of subsequent functions is not complete or absent, and children at subset level also have an understanding of a small number of directivity and unit.
【作者单位】： 北京师范大学发展心理研究所;山东师范大学心理学院;北京市三帆中学学生处;
【基金】：国家自然科学基金项目(31271106)的资助
【分类号】：B844.1
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