5-6岁儿童计数能力与加减法运算能力的发展状况及关系研究

发布时间：2018-04-14 19:19

本文选题：5-6岁儿童 + 计数能力　；参考：《天津师范大学》2017年硕士论文

【摘要】：本研究的目的是要考查5-6岁儿童计数能力和加减法运算能力的发展状况,以及这两种数学认知能力之间的关系。研究对象是从天津市三所普通幼儿园中的大班随机选取166名儿童(5-6岁)。研究采取测查方法,计数能力的测查工具是根据赵振国数感测查工具中的几部分及儿童计数能力发展水平改编而成的;加减法运算能力的测查工具是根据儿童加减法运算能力的发展水平编制而成的,通过信效度检验,改编后的工具均具有良好的信效度。研究用描述性统计的方法考查了 5-6岁儿童计数能力和加减法运算能力的发展状况;采用多元方差分析考查了 5-6岁儿童这两种数学认知能力的性别差异问题;采用相关分析和多元回归分析考查了 5-6岁儿童计数能力和加减法运算能力之间的关系。最后讨论了 5-6岁儿童计数能力和加减法运算能力的发展状况及其之间关系的深层次原因和所蕴含的教育意义。研究结论表明:5-6岁儿童的计数能力得到一定的发展,但并不如预期的好;数物对应部分成绩最好,其次是数目守恒和唱数部分;5-6岁儿童已经具有一定的加减法运算能力,并且加法成绩要显著好于减法成绩,儿童在进行加减法运算时能使用多种策略,使用频率最高的是提取策略和数手指策略,其次是数数或倒数策略,分解策略、逆运算策略使用相对较少;儿童的这两种数学认知能力都表现出显著的性别差异,男孩成绩要显著高于女孩,不过性别并不是影响它们的主要因素;5-6岁儿童的计数能力和加减法运算能力之间存在显著的相关关系;并且这两种数学认知能力相互间具有显著的预测力。针对以上结论提出以下建议:突破表面和机械训练,灵活多样地培养儿童的计数能力和加减法运算能力;在日常生活中认真观察儿童,有针对性地教给儿童解决数学问题的方法;关注学前儿童各种数学能力之间的关系,促进其数学认知能力的整体发展。
[Abstract]:The purpose of this study is to investigate the development of counting and addition and subtraction abilities of children aged 5-6 and the relationship between them.A total of 166 children aged 5-6 years were randomly selected from large classes in three ordinary kindergartens in Tianjin.The research adopts the method of measuring and checking. The tool of counting ability is adapted according to several parts of Zhao Zhenguo's number sensing tool and the development level of children's counting ability.The testing tool of addition and subtraction ability is compiled according to the development level of children's addition and subtraction operation ability. Through the reliability and validity test, the adapted tools have good reliability and validity.The development of counting and addition and subtraction abilities of children aged 5-6 years was investigated by descriptive statistical method, and the gender differences of mathematical cognitive abilities of children aged 5-6 years were examined by multivariate analysis of variance.Correlation analysis and multiple regression analysis were used to study the relationship between counting ability and addition and subtraction ability of children aged 5-6 years.Finally, the paper discusses the development of counting ability and addition and subtraction ability of children aged 5 to 6, the deep reasons of the relationship and the educational significance.The results show that the counting ability of children aged 5 to 6 has developed to a certain extent, but it is not as good as expected; the corresponding parts of numbers are the best, followed by the conservation of numbers and the number of singing parts of children aged 5 to 6 already have a certain ability to add and subtract.Children can use a variety of strategies in addition and subtraction operations, the highest frequency of the use of the extraction strategy and finger strategy, followed by the number or reciprocal strategy, decomposition strategy.The use of inverse arithmetic strategies was relatively low; the two mathematical cognitive abilities of children showed significant gender differences, and boys' scores were significantly higher than those of girls.However, gender is not the main factor affecting them. There is a significant correlation between the counting ability and the addition and subtraction ability of children aged 5-6, and the two kinds of mathematical cognitive ability have significant predictive power to each other.In view of the above conclusions, the following suggestions are put forward: breaking through surface and mechanical training, training children's counting ability and addition and subtraction ability flexibly, observing children carefully in daily life,It aims at teaching children the methods of solving mathematical problems, paying attention to the relationship between various mathematical abilities of preschool children, and promoting the overall development of their mathematical cognitive ability.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G613.4

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