本文關(guān)鍵詞：4-6歲兒童數(shù)學(xué)元認(rèn)知的發(fā)展研究　出處：《東北師范大學(xué)》2008年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 4～6歲兒童 數(shù)學(xué)元認(rèn)知 加、減運(yùn)算

【摘要】： 美國社會認(rèn)知發(fā)展心理學(xué)的創(chuàng)立者John Hurley Flavell在對兒童思維過程進(jìn)行研究的基礎(chǔ)上提出了元認(rèn)知的概念,即元認(rèn)知(metacognition)是主體對自身認(rèn)知活動的認(rèn)知。元認(rèn)知的提出引發(fā)了學(xué)者們對傳統(tǒng)智力的反思,成為認(rèn)知心理學(xué)和教育心理學(xué)關(guān)注的又一焦點(diǎn)。從此,與兒童有關(guān)的元記憶、元模仿、閱讀理解元認(rèn)知、數(shù)學(xué)元認(rèn)知等研究蓬勃興起。 本文在以往元認(rèn)知和數(shù)學(xué)元認(rèn)知研究的基礎(chǔ)上,采用實(shí)驗(yàn)法,以加、減運(yùn)算為切入點(diǎn),探索4～6歲兒童數(shù)學(xué)元認(rèn)知的發(fā)展趨勢、年齡特點(diǎn)和性別差異。并在此基礎(chǔ)上提出教育建議,以期改變教師數(shù)學(xué)教學(xué)的方式與方法,為兒童已經(jīng)萌發(fā)的數(shù)學(xué)元認(rèn)知發(fā)展提供適宜的土壤。 本研究對數(shù)學(xué)元認(rèn)知構(gòu)成三要素(數(shù)學(xué)元認(rèn)知知識、數(shù)學(xué)元認(rèn)知體驗(yàn)和數(shù)學(xué)元認(rèn)知監(jiān)控)及各要素所含子維度進(jìn)行了全面研究,其結(jié)論為: (1)4～6歲兒童數(shù)學(xué)元認(rèn)知隨年齡增長而有所提高,但在其構(gòu)成要素的發(fā)展上又存在年齡的特殊性。6歲是兒童數(shù)學(xué)元認(rèn)知知識和數(shù)學(xué)元認(rèn)知監(jiān)控發(fā)展的重要時期,數(shù)學(xué)元認(rèn)知體驗(yàn)在5歲時快速發(fā)展。 (2)4～6歲兒童數(shù)學(xué)元認(rèn)知體驗(yàn)的發(fā)展好于數(shù)學(xué)元認(rèn)知知識和數(shù)學(xué)元認(rèn)知監(jiān)控的發(fā)展水平。 (3)4～6歲兒童在減法中的數(shù)學(xué)元認(rèn)知體驗(yàn)明顯好于在加法中的數(shù)學(xué)元認(rèn)知體驗(yàn),但在數(shù)學(xué)元認(rèn)知知識和數(shù)學(xué)元認(rèn)知監(jiān)控方面卻無顯著性差異。 (4)4～6歲兒童數(shù)學(xué)元認(rèn)知的發(fā)展無明顯的性別差異。 (5)雖然測試中兒童樂觀主義現(xiàn)象隨年齡增長而有所降低,但樂觀主義現(xiàn)象始終伴隨著兒童數(shù)學(xué)元認(rèn)知的發(fā)展過程。
[Abstract]:The American Psychological Society founder John Hurley Flavell cognitive development put forward the concept of metacognition in the foundation of research on children's thinking process, namely meta cognition (metacognition) is cognitive subject's cognitive activities. The meta cognition attracts scholars reflection on the traditional intelligence, cognitive psychology and educational psychology become concerned another focus. Since then, metamemory, child related element imitation, reading comprehension, metacognitive research, mathematical meta cognition is booming.
Based on the previous research on cognitive element and mathematical meta cognition, by using the experimental method, subtraction, as the starting point, to explore the development trend of 4 ~ 6 years old children's Mathematical Metacognition, age characteristics and gender differences. And on the basis of education, change the teachers' teaching ways and methods to period, provide suitable soil for the development of children's Mathematical Metacognition has germinated.
In this study, three elements of Mathematical Metacognition (metacognitive knowledge, metacognitive experience and metacognitive cognition) and the sub dimensions of each element were studied.
(1) 4~6 years old children's Mathematical Metacognition increased with age, but there was a special age in the development of its constituent elements..6 years old is an important period for children's metacognitive knowledge and metacognitive monitoring. Metacognitive experience is developing rapidly at the age of 5.
(2) the development of mathematical metacognitive experience for 4~6 years old children is better than the development level of mathematical metacognitive knowledge and mathematical metacognitive monitoring.
(3) the 4~6 year old children's metacognitive experience in subtraction is obviously better than that in addition to mathematics metacognitive experience, but there is no significant difference in metacognitive knowledge and metacognitive monitoring.
(4) there is no significant gender difference in the development of Mathematical Metacognition for 4~6 years old children.
(5) although the phenomenon of children's optimism decreases with age, the phenomenon of optimism is always accompanied by the development of children's Mathematical Metacognition.

【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2008
【分類號】：G613.4

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前2條

1 江瑞芬;中小學(xué)生語文閱讀元認(rèn)知策略訓(xùn)練的實(shí)驗(yàn)研究[D];湖南師范大學(xué);2010年

2 孫景華;3-5年級小學(xué)生語文閱讀元認(rèn)知的特點(diǎn)及干預(yù)[D];河南大學(xué);2012年

，

本文編號：1384858