中国儿童数字能力的发展

发布时间：2018-06-09 12:58

本文选题：数字能力的发展 + 基数原则　；参考：《湖南大学》2009年硕士论文

【摘要】： 本学位论文基于调查、观察和跟踪性手段获取语料,并对其进行统计分析,旨在探讨中国儿童早期数数能力的发展。具体包括何时掌握基数原则,何时出现数字直觉,何时开始采用数数的方法来代替直觉回答“共计多少”的问题;并进一步探讨了各阶段儿童可数数目、给予数目、数字直觉的最大值及三者间的关系。其次通过对量词的调查研究发现学习量词有助于儿童掌握基数原则,从而帮助他们数数能力的发展。最后长期跟踪的个案研究数据也证实了此假设。前两章综述儿童数数能力的发展理论形成历史,、两大主要理论流派及国际上这方面的热点话题,并提出此论文研究目的。第三章通过指定数字输入实验,指定数字输出实验及数字直觉测试,结果表明:1)儿童在三至四岁之间,大部分已掌握基数原则,四岁后几乎所有儿童都能掌握此原则;2)儿童最早采用数字直觉回答“共计多少”的问题,三岁开始运用数数的方法来解决此类问题;3)儿童数字能力的发展随着年龄的增大而增强,四至四岁半这组儿童结果最佳,各组三次实验数据之间存在密切联系。研究还表明,2岁半至4岁半的中国南方儿童中,男女性别在数数能力上并无显著差异。第四章对新乡两所幼儿园不同年龄段的294位被试学习量词的情况作了深入研究,总结出量词的学习有助于儿童掌握基数原则,并加速他们数字能力的发展。第五章采用被试YCM两岁至四岁半的跟踪性数据检验前面所做假设是否正确,进一步证实了三至四岁是儿童数数能力发展的关键期,量词的学习有助于儿童基数原则的掌握。论文的研究结论为:随着儿童年龄的增长,数数能力的发展越来越快。超越一半的中国儿童三岁后已掌握基数原则,绝大多数儿童四岁后已熟练运用。量词的学习促进了中国儿童数数能力的发展。但基数原则的掌握是否是“先天论”与“后天论”的判断标准,目前仍很难下结论,这是因为虽然已有一些合理的推理,但迄今为止我们仍无法精确描述儿童掌握基数原则具体过程。因此我们仍需继续这方面的进一步研究。
[Abstract]:This dissertation is based on the investigation, observation and tracking methods to obtain and analyze the language data. The purpose of this thesis is to explore the development of Chinese children's early numeration ability. These include when to master the cardinality principle, when digital intuition appears, when the number method is used instead of intuition to answer the question of "how much total"; and how many children can be counted and given at all stages, Secondly, through the investigation of quantifiers, it is found that learning quantifiers is helpful for children to grasp the cardinality principle and thus help them to develop their numeration ability. Case study data from the final long-term follow-up also confirm this hypothesis. The first two chapters summarize the history of the development theory of children's numeration ability, the two major theoretical schools and the hot topics in this field in the world, and put forward the purpose of this paper. The assigned number output experiment and the number intuition test show that most of the children between the ages of three and four have mastered the cardinal principle. After the age of four, almost all children can master this principle. (2) Children are the first to use digital intuition to answer the question "how much?" The development of children's digital ability increases with the increase of age. The results of the four to four-and-a-half years old children are the best, and there is a close relationship between the three experimental data of each group. The study also shows that there is no significant difference between male and female in numeration ability among children in southern China aged from two and a half to four and a half years old. Chapter four makes an in-depth study on the learning of quantifiers among 294 participants of different ages in two kindergartens in Xinxiang. It is concluded that the learning of quantifiers helps children to master the cardinality principle and accelerate the development of their numerical ability. Chapter 5 uses the tracking data of YCM from two to four and a half years old to test whether the previous assumptions are correct. It is further proved that three to four years old is the key period for the development of children's numeration ability, and the learning of quantifiers is helpful to master the principle of children's cardinality. The conclusion of this paper is as follows: with the increase of children's age, the ability of counting develops more and more rapidly. More than half of Chinese children have mastered the cardinal principle after the age of three. The study of quantifiers has promoted the development of Chinese children's numeration ability. However, it is still difficult to draw a conclusion as to whether or not the cardinality principle is the criterion of "innate theory" and "acquired theory", because although some reasonable reasoning has been made, But so far, we still can not accurately describe the process of children mastering the cardinality principle. Therefore, we still need to continue the further study in this area.
【学位授予单位】：湖南大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G613

【参考文献】