4-6岁幼儿对数学加减逆反原则理解和运用的发展研究

发布时间：2018-04-01 12:36

本文选题：学前儿童　切入点：加减逆反原则理解和运用　出处：《华东师范大学》2008年硕士论文

【摘要】： 本研究的目的是考查4～6岁学前儿童的加减逆反原则理解和运用的发展水平和年龄特点以及加减运算技能与其加减逆反原则理解和运用之间的关系。被试是从上海市三所普通幼儿园的6个班级中随机选取的122名学前儿童。研究采用的工具为自编的两个数加减运算任务和根据巴鲁迪和赖梦龙的部分具体加减逆反任务修改而成的。测查主要采用个别面试并结合观察记录儿童在答题过程中的行为来研究儿童对加减逆反原则理解和运用情况,并对加减运算技能和加减逆反原则理解和运用的得分进行聚类分析,得出这两项任务关系的四类不同子集,即“高能力子集”、“低能力子集”、“高概念理解低运算技能子集”和“低概念理解高运算技能子集”。本研究的结果表明:1)4～6岁幼儿在理解和运用加减逆反原则时并不存在性别差异。幼儿至少在4岁的时候已经开始萌发部分或者不稳定的对加减逆反概念的理解,并开始初步尝试在问题解决中运用这种理解,但是要到5岁甚至更晚才能够达到较为一致而稳定的程度。5岁幼儿理解和运用加减逆反原则的水平与4岁幼儿的水平相比有了较为明显的提高。2)幼儿加减运算技能和对加减逆反概念理解和运用之间存在着较为复杂的关系,两者之间的发展水平有可能是一致的,也可能呈现相反的趋势。3)不同问题情境——控制问题(在一定数量的初始集合上加减不同数量的物体)和逆反问题(在一定数量的初始集合上加减相同数量的物体)——对于幼儿加减逆反理解和运用有一定的影响。4)呈现加减的实物的同时是否辅助呈现数字符号这一因素总体上并不对4～6岁幼儿的加减逆反理解和运用的水平产生影响,但是也存在很大的个体差异。
[Abstract]:The purpose of this study was to examine the development level and age characteristics of the understanding and application of the principle of plus or minus inversion among children aged 4 years old and 6 years old, and the relationship between the skills of addition and subtraction operation and the understanding and application of the principle of inversion of addition and subtraction. The subjects were from Shanghai. 122 pre-school children were randomly selected from 6 classes in three ordinary kindergartens in the city. The tools used in the study were the self-compiled two numbers of addition and subtraction tasks and the modification of some specific additive and subtraction inverse tasks of Barudi and Lai Menglong. The test mainly uses individual interviews and records children's behavior in the course of answering questions to study children's understanding and application of the principle of adding or subtracting inversion. Clustering analysis is carried out on the scores of the skills of addition and subtraction operations and the understanding and application of the principle of inversion of addition and subtraction, and four different subsets of the relationship between these two tasks are obtained. They are "high capability subset", "low ability subset", "high concept understanding low operation skill subset" and "low concept understanding high operation skill subset". The results of this study show that there is no gender difference in the understanding and application of the principle of additive and subtraction inversion in children aged 6: 1. At least at the age of 4, children have begun to have a partial or unstable understanding of the concept of additive and subtraction inversion. And began to try to apply this understanding in the solution of the problem. However, it takes 5 years old or even later to reach a more consistent and stable level of understanding and application of the principle of adding and subtracting inversion in children of 5 years of age. The level of children at the age of 4 is much higher than that of children of 4 years old. 2) addition and subtraction operation skills of children at the age of 5 years are higher than that of children aged 4 years. There is a complex relationship between energy and the understanding and application of the concept of additive and subtraction inversion. The level of development between the two is likely to be consistent, There may also be a reverse trend. 3) different problem situations-control problems (adding or subtracting different numbers of objects on a certain number of initial sets) and inverse problems (adding or subtracting the same number of objects on a certain number of initial sets). There is a certain influence on children's understanding and application of invert and subtraction inversion. 4) whether or not to render digital symbols in addition and subtraction at the same time does not affect the level of understanding and application of incremental and subtraction inverse inversion in children aged 4 years old. But there are also large individual differences.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：G613.4

【引证文献】