基于潜在类别分析的方法探究3～5岁儿童心理数线发展的特点

发布时间：2018-06-08 21:14

本文选题：心理数线 + 数线估计　；参考：《学前教育研究》2017年07期

【摘要】：心理数线是数概念发展的重要组成部分,与各种数学能力的发展密切相关。本研究选取江苏某两市487名3~5岁儿童为被试,通过数线估计任务和潜在类别分析的方法,考察儿童在两种不同估计情景中三种不同数线范围内心理数线估计模式与估计准确率特点,结果发现3~5岁儿童心理数线估计具有多种估计模式;儿童数线估计准确率存在情景、年龄和数线范围差异。教师应在日常的教育教学活动中开展具有年龄适宜性的多样数线估计活动,多途径促进儿童感知和理解数字关系,并鼓励儿童用语言表达方法和策略,由此帮助他们建立和发展心理数线。
[Abstract]:Psychological number line is an important part of the development of the concept of number, which is closely related to the development of various mathematical abilities. In this study, 487 children aged 3 to 5 years old from two cities in Jiangsu province were selected as subjects, and the tasks and potential categories were estimated by several lines. The characteristics of psychological line estimation and estimation accuracy of children in three different range of number lines in two different estimation scenarios are investigated. The results show that the psychological line estimation of children aged 5 years old has many estimation models, and the accuracy rate of child line estimation exists in situations. Age and range of lines are different. Teachers should carry out a variety of age-appropriate multi-line estimation activities in their daily educational and teaching activities to promote children's perception and understanding of digital relationships and to encourage children to express their methods and strategies in language. This helps them build and develop psychological lines.
【作者单位】：南京师范大学教育科学学院;
【基金】：江苏省教育科学“十三五”规划2016年度重点资助课题“基于成长需求的幼儿园教师专业发展阶段及路径研究”(批准号:B-a/2016/01/34) 江苏高校品牌专业建设工程资助项目(编号:PPZY2015A004)
【分类号】：B844.1

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