4-5岁幼儿感数能力的发展

发布时间：2018-03-14 00:56

本文选题：-岁幼儿　切入点：感数　出处：《学前教育研究》2010年04期 　论文类型：期刊论文

【摘要】：感数指通过视觉迅速而准确地识别小数量集合数目(一般在3-6个项目以内)的能力。幼儿感数能力的发展水平在一定程度上反映幼儿数学认知能力的发展水平。本研究以4—5岁幼儿为研究对象,采取二因素混合实验设计,探究数量大小对学前儿童感数活动的影响及其感数能力发展的年龄特点。结果表明:(1)3以内的数量大小对感数成绩的影响差异不显著;当数目大于3时,数量大小对感数成绩的影响差异极显著。(2)当数目在3以内时,4岁和5岁幼儿感数成绩的年龄差异不显著;当数目在4和5时,两个年龄组感数成绩的年龄差异显著;当数目为6时,年龄对感数成绩的影响差异不显著。(3)感数能力具有后天发展的可能,应积极发挥早期教育的作用。
[Abstract]:Perceptual number refers to the ability to identify the number of small sets (usually within 3-6 items) quickly and accurately through vision. To some extent, the development level of children's cognitive ability reflects the development level of children's mathematical cognitive ability. In this study, children aged 4-5 years were selected as subjects. A two-factor mixed experimental design was adopted to explore the influence of quantity size on sensibility activity and the age characteristics of sensibility development in preschool children. The results showed that there was no significant difference in the effect of the number of children within 1: 1 on the scores of sensibility. When the number is more than 3:00, the effect of quantity on the score of sensory number is very significant. 2) when the number is less than 3, the age difference of children aged 4 and 5 is not significant; when the number is between 4 and 5:00, The age difference between the two age groups was significant, and when the number was 6:00, there was no significant difference in the effect of age on the scores. (3) the ability of sensibility had the possibility of being developed, so we should play an active role in early education.
【作者单位】：西南大学教育学院;陕西广播电视大学公共课教学部;
【基金】：“重庆市幼儿教师继续教育整体规划与培训模式构建研究”项目(渝继教[2006]4号)的资助
【分类号】：G613.4

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