4-5岁儿童模式与排序能力发展的研究—城市与农村儿童的比较
发布时间：2018-09-08 20:31
【摘要】： 本研究的目的是考查4-5岁儿童模式和排序能力发展的年龄特点、性别差异,以及模式和排序能力发展之间的关系,并对城市与农村儿童进行比较。被试为甘肃省某市城区与农村两所公立幼儿园中班的60名学前儿童(平均年龄52.9月,标准差3.7)。研究用个别面试测查的方法考查了城乡4-5岁学前儿童模式和排序发展的状况。数据分析采用了描述性统计和多元方差分析的方法考查了4-5岁学前儿童模式和排序发展的年龄特点、性别差异和城乡儿童发展的差异;采用相关分析的方法考查了4-5岁学前儿童的模式能力、排序能力的发展及基数概念发展三者之间的关系;也讨论了4-5岁学前儿童模式和排序发展与基数概念三者之间的关系及其所蕴含的教育意义。 结果表明: 4-5岁儿童已经具备一定的模式和排序能力,但其水平较低。4-5岁学前儿童在模式和排序的发展上均没有表现出显著的城乡差异,但在模式复制和长度排序即纸棍排序任务上有显著的性别差异。4-5岁儿童的基数概念能力和模式发展能力之间具有显著的正向相关;4-5岁儿童的基数概念发展和排序能力之间具有显著的正向相关;4-5岁儿童的模式发展能力和排序发展能力之间没有显著的相关。
[Abstract]:The purpose of this study was to investigate the age characteristics, gender differences, and the relationship between pattern and ranking ability development of children aged 4-5 years, and to compare urban and rural children. The subjects were 60 preschool children (mean age 52.9 months, standard deviation 3.7) from two public kindergartens in urban and rural areas of Gansu province. The present study examined the pattern and development of 4-5-year-old preschool children in urban and rural areas by means of individual interview. The data analysis used descriptive statistics and multivariate variance analysis to examine the characteristics of age, gender difference and urban and rural children's development of pre-school children aged 4-5 years. The correlation analysis was used to examine the relationship among the model ability, the development of ranking ability and the concept of cardinality of the 4-5 year old preschool children. This paper also discusses the relationship between the model of 4-5 years old preschool children and the concept of ordinal development and cardinality and its educational significance. The results showed that the children of 4-5 years old had certain ability of pattern and ranking, but their level was low. The development of pattern and ranking of preschool children of 4-5 years old did not show significant difference between urban and rural areas. However, there are significant gender differences in pattern replication and length ranking. There is a significant positive correlation between the cardinality conceptual ability of 4-5 year old children and the pattern development ability. There is a significant positive correlation between cardinality conceptual development and ranking of 4-5 years old children. There was no significant correlation between model development ability and sequenced development ability of 4-5 year old children with significant positive correlation between ability and ability.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G610
本文编号：2231618
[Abstract]:The purpose of this study was to investigate the age characteristics, gender differences, and the relationship between pattern and ranking ability development of children aged 4-5 years, and to compare urban and rural children. The subjects were 60 preschool children (mean age 52.9 months, standard deviation 3.7) from two public kindergartens in urban and rural areas of Gansu province. The present study examined the pattern and development of 4-5-year-old preschool children in urban and rural areas by means of individual interview. The data analysis used descriptive statistics and multivariate variance analysis to examine the characteristics of age, gender difference and urban and rural children's development of pre-school children aged 4-5 years. The correlation analysis was used to examine the relationship among the model ability, the development of ranking ability and the concept of cardinality of the 4-5 year old preschool children. This paper also discusses the relationship between the model of 4-5 years old preschool children and the concept of ordinal development and cardinality and its educational significance. The results showed that the children of 4-5 years old had certain ability of pattern and ranking, but their level was low. The development of pattern and ranking of preschool children of 4-5 years old did not show significant difference between urban and rural areas. However, there are significant gender differences in pattern replication and length ranking. There is a significant positive correlation between the cardinality conceptual ability of 4-5 year old children and the pattern development ability. There is a significant positive correlation between cardinality conceptual development and ranking of 4-5 years old children. There was no significant correlation between model development ability and sequenced development ability of 4-5 year old children with significant positive correlation between ability and ability.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G610
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