本文選題：中度智力落后兒童 + 感知集合��； 參考：《華東師范大學》2009年碩士論文

【摘要】： 感知集合對兒童發(fā)展其他數(shù)學概念,進行更復雜的數(shù)學學習有著重要的意義,這種意義主要體現(xiàn)在對兒童學習計數(shù)和數(shù)的加減運算的影響作用上。由于智力上的缺陷或發(fā)展遲滯,中度智力落后兒童在諸如計數(shù)、計算等數(shù)學內(nèi)容的學習上都比同年齡的正常兒童表現(xiàn)出更大的困難。低年級段中度智力落后兒童感知集合的發(fā)展現(xiàn)狀與趨勢究竟如何,這些問題引起研究者的關(guān)注。 本研究采用實物與圖形卡片作為實驗材料,對培智學校1-4年級的41名中度智力落后兒童進行了五個獨立的實驗,以探討低年級段中度智力落后兒童感知集合能力發(fā)展的現(xiàn)狀與趨勢,包括:對有限集合的感知能力、區(qū)分“1”和“許多”的能力、按事物外部特征進行分類的能力、集合包含關(guān)系的理解能力、集合間的運算能力、進行兩個集合中元素的一一對應能力、感知等價集合的能力、判斷集合中元素個數(shù)的能力以及集合比較的能力。 實驗結(jié)果發(fā)現(xiàn),低年級段中度智力落后兒童已經(jīng)掌握的感知集合能力有感知有限集合的能力、區(qū)分“1”和“許多”的能力、進行集合間簡單加法運算的能力以及判斷不同排列方式的集合中元素個數(shù)的能力,這四個能力在1-4年級里已經(jīng)很穩(wěn)定。兒童開始初步掌握并有提高趨勢的能力包括分類的能力、對兩個集合中元素進行一一對應的能力與集合比較的能力。前兩類能力在低年級段有隨著年齡增長逐漸提高的趨勢。在集合比較上,雖然低年級段的兒童具有一定的集合比較能力,但大多數(shù)都還不會使用正確有效的集合比較方法。而兒童還未掌握的能力則是對集合包含關(guān)系的理解能力與對等價集合的感知能力。即使到了四年級,這兩類能力也仍然沒有出現(xiàn)開始掌握的跡象和趨勢。 這表明,低年級段中度智力落后兒童感知集合能力的發(fā)展還處于第三個階段之中,即感知集合元素的階段。他們在感知等價集合能力上的低水平反映了他們數(shù)概念發(fā)展的薄弱,而對集合包含關(guān)系理解能力的缺乏也將會制約他們進一步學習和掌握數(shù)的組成以及加減法運算。
[Abstract]:Perceptual sets have important significance for children to develop other mathematical concepts and carry out more complicated mathematical learning, which is mainly reflected in the effect on children's learning counting and addition and subtraction of numbers. Due to mental retardation or development retardation, children with moderate mental retardation have more difficulty in learning mathematics such as counting and calculation than normal children of the same age. What is the current situation and trend of children with moderate mental retardation in the lower grades? these problems have attracted the attention of researchers. In this study, five independent experiments were carried out on 41 moderately mentally retarded children in grades 1-4 of Peiji School using physical and graphic cards as experimental materials. To explore the present situation and trend of children with moderate mental retardation in the lower grade, including the ability to distinguish "1" from "many" and the ability to classify according to the external characteristics of things, including the perception ability of limited set, the ability of distinguishing "1" from "many", and the ability of classifying according to the external characteristics of things. The set contains the ability to understand the relationship, the ability to operate between sets, the ability to make one-to-one correspondence of elements in two sets, the ability to perceive the equivalent set, the ability to judge the number of elements in the set and the ability to compare sets. The results showed that children with moderate mental retardation in the lower grade had the ability to perceive a limited set and to distinguish between "1" and "many". The ability of simple addition between sets and the ability to judge the number of elements in the set with different arrangement methods are very stable in grades 1-4. Children begin to master and have the ability to improve the trend including the ability to classify the elements in the two sets and the ability to compare one to one with the set. The first two types of abilities tend to increase with age in the lower grades. In set comparison, although children in lower grades have some ability of set comparison, most of them do not use correct and effective set comparison methods. But the ability that children have not mastered is the ability to understand the relation of set inclusion and the ability to perceive the equivalent set. Even in fourth grade, the two types of abilities still show no signs or trends of beginning to master. This indicates that the development of children with moderate mental retardation in the lower grade is still in the third stage, that is, the stage of perceiving set elements. Their low ability to perceive equivalence sets reflects their weakness in the development of the concept of number, and their lack of understanding of set inclusion relationships will restrict them from further learning and mastering the composition of numbers and addition and subtraction operations.
【學位授予單位】：華東師范大學
【學位級別】：碩士
【學位授予年份】：2009
【分類號】：G764

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本文編號：1986648