3-6岁儿童数量估算、数数能力及视觉空间认知能力发展关系的研究

发布时间：2018-01-09 13:25

本文关键词：3-6岁儿童数量估算、数数能力及视觉空间认知能力发展关系的研究　出处：《华东师范大学》2009年博士论文　论文类型：学位论文

【摘要】： 本研究在国内外儿童数能力发展研究的基础上,以学前儿童数量估算能力与其它数学技能的发展性关系为立足点,考查学前儿童数量估算能力、数数能力及视觉空间认知能力之间的关系。研究采用以年龄班分层随机抽样的办法,从上海市两个区的三所中等水平幼儿园的17个班级的434名儿童中随机选取小、中、大三个年龄班各100名左右(男女各半)儿童为被试,对三个年龄段儿童的数量估算能力,数数能力和视觉空间认知能力进行了初测。数量估算的测查工具根据前研究的量表(赵振国,2006)改编而成,视觉空间认知能力的测查工具采用中国修订的《韦克斯勒学龄前期儿童智力检查量表》中的木块图案测题以及丹尼斯(Dennis,1992)和凯斯等人(Case,et al.,1996)研究中的图画测试(Picture Drawing)。完成初测的两个月后,对初测中原小班的104名被试儿童(已升入中班)采用随机抽样分组的办法划分为两个实验组和一个控制组,每个组大约34名儿童(男女各近半)。实验组分别为数数能力干预组和视觉空间认知能力干预组,对两个组儿童分别进行数数活动和积木拼图活动的干预。通过三个月每周各一次的干预后,对94名儿童进行了数量估算能力,数数能力,视觉空间认知能力的后测。研究考查了学前儿童三种认知能力的发展状况;不同估算情境下学前儿童数量估算能力的发展情况;学前儿童数量估算能力,数数能力,视觉空间认知能力三者之间的关系。结果表明,学前儿童的数量估算中低估的情况远远高于高估的情况,因而在总体上表现出一种低估的趋势;学前儿童的数量估算能力,数数能力,视觉空间认知能力均具有显著的年龄差异,但没有性别差异。中、小班之间的差异大于中、大班之间的差异,这说明4-5岁期间是儿童数量估算能力,数数能力和视觉空间认知能力快速发展的时期;估算情境和数量大小均会对儿童的数量估算产生影响。儿童的数量估算得分在有参照情境下要高于无参照情境,而规则排列情境下的估算得分也高于随机排列情境下的得分。且随着数量增大,儿童的估算的得分会降低,估算的精确度下降;学前儿童数量估算能力,数数能力,视觉空间认知能力之间具有显著的正向相关关系,表明学前儿童的这三种数学认知能力之间具有密切的关系。数数能力和空间能力干预的结果表明,两种认知能力的干预对该年龄段儿童的数量估算能力的发展产生了一定的影响。这说明数数能力和视觉空间认知能力是学前儿童数量估算能力发展的重要影响因素。研究最后对本研究结果的教育意义也进行了讨论。
[Abstract]:On the basis of the domestic and foreign research on the development of children's number ability, this study is based on the developmental relationship between pre-school children's quantitative estimation ability and other mathematical skills, and examines the capacity of pre-school children's quantitative estimation. The relationship between the ability of numeration and the cognitive ability of visual space. Using stratified random sampling of age classes, 434 children from 17 classes in three middle level kindergartens in two districts of Shanghai were randomly selected as small and middle. About 100 children (half male and half male) from each of the three age classes were included in the study, and the ability to estimate the number of children in the three age groups was evaluated. The numerical ability and visual spatial cognitive ability were preliminarily measured. The quantitative estimation tool was adapted from the pre-study scale (Zhao Zhenguo / 2006). The visual spatial cognitive ability was measured with the Chinese revised Wechsler Intelligence scale for Preschool Children with block pattern test and Dennis Dennis. (1992) and case et al. 1996) Picture drawing test in the study. Two months after the completion of the initial test. A total of 104 children (who have been promoted to the middle class) were divided into two experimental groups and one control group by random sampling. Each group had about 34 children (nearly half male and female). The experimental group was the number ability intervention group and the visual spatial cognitive ability intervention group. Two groups of children were involved in counting activities and building blocks puzzle activities respectively. After three months of intervention once a week 94 children were given quantitative estimation ability and counting ability. The posttest of visual spatial cognitive ability. The study examined the development of three cognitive abilities of preschool children; (B) the development of the capacity of estimating the number of preschool children in different estimating situations; The results show that the estimated quantity of preschool children is much lower than the overestimated ones. As a result, it shows a trend of underestimation on the whole; There are significant age differences in pre-school children's quantitative estimation ability, numeration ability and visual spatial cognitive ability, but there is no gender difference. The difference between small classes is greater than that between middle and large classes. This indicates that the period of 4-5 years old is a period of rapid development of children's quantitative estimation ability, counting ability and visual spatial cognitive ability. Estimation of the number of situations and the size of the number of children will have an impact on the estimation of the number of children in the number of estimated scores in the context of reference is higher than that of no reference situation. And the estimated score of the regular arrangement situation is higher than that of the random arrangement situation, and with the increase of the number, the estimated score of the children will decrease, and the accuracy of the estimation will decrease. There is a significant positive correlation among pre-school children's quantitative estimation ability, numeration ability and visual spatial cognitive ability. The results showed that there was a close relationship between the three mathematical cognitive abilities of preschool children. The results of the intervention of numeration ability and spatial ability showed that there was a close relationship between these three kinds of mathematical cognitive abilities of preschool children. The intervention of two cognitive abilities has a certain influence on the development of the quantitative estimation ability of children in this age group, which indicates that the numeration ability and the visual spatial cognitive ability are the important reasons for the development of the pre-school children's quantitative estimation ability. Finally, the educational significance of the results is also discussed.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2009
【分类号】：G613.4

【引证文献】