儿童早期数学学习困难个案研究

发布时间：2018-04-17 21:52

本文选题：数学学习困难 + 表现特征　；参考：《华东师范大学》2015年硕士论文

【摘要】：本研究以一名5岁数学学习困难儿童为研究对象,使用质性研究方法,主要探讨以下3个问题：(1)儿童早期数学学习困难有什么样的表现,数学学习困难儿童的数学能力发展最核心的缺陷是什么；(2)造成儿童早期数学学习困难的因素可能有哪些；(3)如何做才能有效帮助数学学习困难儿童。本研究采用观察法与访谈法收集资料,研究者对数学学习困难儿童个案的行为进行了为期4个月的追踪记录,并从教师、家长多方面挖掘了个案儿童的生活史与学习史。采用质性分析方法——情境分析与类属分析相结合的方法分析研究资料。研究结果表明：(1)在数学学习活动中,个案儿童早期数学学习困难表现出“茫然——模仿——机械操作——急于求成”的行为模式,其数学认知发展最核心的缺陷是数数技能发展的缺陷；(2)早期数学学习困难儿童面临着来自自我的、交往的和文化环境的多重困境,一般认知能力发展的滞后直接导致了儿童的数学学习困难,个性特征、学习品质不佳、不良的同伴互动、亲子互动、师幼互动关系以及不利的社会文化环境因素间接阻碍了儿童数学能力的正常发展,造成其数学能力显著落后于同龄儿童；(3)对于数学学习困难儿童,适切的教育措施在于,在幼儿园中为其设计个别化的游戏方案,在家庭中为其创设“非正式”的数学学习环境。最重要的措施还是在于要运用有效的互动策略,帮助数学学习困难儿童建构对数学概念实际意义的理解。
[Abstract]:In this study, a 5-year-old child with mathematics learning disabilities was used as the research object. Using qualitative research methods, the following three questions: 1) what was the performance of children with early mathematics learning difficulties were discussed.What is the most important defect in the development of mathematics ability of children with mathematics learning difficulties? (2) what are the possible factors that cause children's early learning difficulties in mathematics? how to do this can help children with mathematics learning difficulties effectively.In this study, the data were collected by means of observation and interview, and the behavior of children with mathematics learning disabilities was tracked for four months, and the life history and learning history of the children were excavated from teachers and parents.A qualitative analysis method, situational analysis and generic analysis, was used to analyze the data.The results showed that in mathematics learning activities, the early learning difficulties of children showed the behavior pattern of "blankness-imitation-mechanical operation-rush to achieve".The most important defect in the development of mathematics cognition is the defect in the development of mathematical skills. (2) the children with early learning difficulties in mathematics are facing multiple difficulties from their own, social and cultural environments.The lag in the development of general cognitive ability directly leads to children's mathematics learning difficulties, personality characteristics, poor learning quality, poor peer interaction, parent-child interaction.The interaction between teachers and children as well as unfavorable social and cultural environment factors indirectly hinder the normal development of children's mathematical ability, resulting in their mathematics ability lagging behind the children of the same age. The appropriate educational measures for children with mathematical learning difficulties are:In kindergarten, we design individualized game scheme, and create "informal" mathematics learning environment for them in the family.The most important measure is to use effective interactive strategies to help children with mathematical learning difficulties to construct an understanding of the practical meaning of mathematical concepts.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G613.4

【相似文献】