本文關(guān)鍵詞：3-6歲兒童數(shù)量估算、數(shù)數(shù)能力及視覺空間認(rèn)知能力發(fā)展關(guān)系的研究　出處：《華東師范大學(xué)》2009年博士論文　論文類型：學(xué)位論文

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【摘要】： 本研究在國內(nèi)外兒童數(shù)能力發(fā)展研究的基礎(chǔ)上,以學(xué)前兒童數(shù)量估算能力與其它數(shù)學(xué)技能的發(fā)展性關(guān)系為立足點(diǎn),考查學(xué)前兒童數(shù)量估算能力、數(shù)數(shù)能力及視覺空間認(rèn)知能力之間的關(guān)系。 研究采用以年齡班分層隨機(jī)抽樣的辦法,從上海市兩個(gè)區(qū)的三所中等水平幼兒園的17個(gè)班級(jí)的434名兒童中隨機(jī)選取小、中、大三個(gè)年齡班各100名左右(男女各半)兒童為被試,對(duì)三個(gè)年齡段兒童的數(shù)量估算能力,數(shù)數(shù)能力和視覺空間認(rèn)知能力進(jìn)行了初測(cè)。數(shù)量估算的測(cè)查工具根據(jù)前研究的量表(趙振國,2006)改編而成,視覺空間認(rèn)知能力的測(cè)查工具采用中國修訂的《韋克斯勒學(xué)齡前期兒童智力檢查量表》中的木塊圖案測(cè)題以及丹尼斯(Dennis,1992)和凱斯等人(Case,et al.,1996)研究中的圖畫測(cè)試(Picture Drawing)。完成初測(cè)的兩個(gè)月后,對(duì)初測(cè)中原小班的104名被試兒童(已升入中班)采用隨機(jī)抽樣分組的辦法劃分為兩個(gè)實(shí)驗(yàn)組和一個(gè)控制組,每個(gè)組大約34名兒童(男女各近半)。實(shí)驗(yàn)組分別為數(shù)數(shù)能力干預(yù)組和視覺空間認(rèn)知能力干預(yù)組,對(duì)兩個(gè)組兒童分別進(jìn)行數(shù)數(shù)活動(dòng)和積木拼圖活動(dòng)的干預(yù)。通過三個(gè)月每周各一次的干預(yù)后,對(duì)94名兒童進(jìn)行了數(shù)量估算能力,數(shù)數(shù)能力,視覺空間認(rèn)知能力的后測(cè)。 研究考查了學(xué)前兒童三種認(rèn)知能力的發(fā)展?fàn)顩r;不同估算情境下學(xué)前兒童數(shù)量估算能力的發(fā)展情況;學(xué)前兒童數(shù)量估算能力,數(shù)數(shù)能力,視覺空間認(rèn)知能力三者之間的關(guān)系。結(jié)果表明,學(xué)前兒童的數(shù)量估算中低估的情況遠(yuǎn)遠(yuǎn)高于高估的情況,因而在總體上表現(xiàn)出一種低估的趨勢(shì);學(xué)前兒童的數(shù)量估算能力,數(shù)數(shù)能力,視覺空間認(rèn)知能力均具有顯著的年齡差異,但沒有性別差異。中、小班之間的差異大于中、大班之間的差異,這說明4-5歲期間是兒童數(shù)量估算能力,數(shù)數(shù)能力和視覺空間認(rèn)知能力快速發(fā)展的時(shí)期;估算情境和數(shù)量大小均會(huì)對(duì)兒童的數(shù)量估算產(chǎn)生影響。兒童的數(shù)量估算得分在有參照情境下要高于無參照情境,而規(guī)則排列情境下的估算得分也高于隨機(jī)排列情境下的得分。且隨著數(shù)量增大,兒童的估算的得分會(huì)降低,估算的精確度下降;學(xué)前兒童數(shù)量估算能力,數(shù)數(shù)能力,視覺空間認(rèn)知能力之間具有顯著的正向相關(guān)關(guān)系,表明學(xué)前兒童的這三種數(shù)學(xué)認(rèn)知能力之間具有密切的關(guān)系。數(shù)數(shù)能力和空間能力干預(yù)的結(jié)果表明,兩種認(rèn)知能力的干預(yù)對(duì)該年齡段兒童的數(shù)量估算能力的發(fā)展產(chǎn)生了一定的影響。這說明數(shù)數(shù)能力和視覺空間認(rèn)知能力是學(xué)前兒童數(shù)量估算能力發(fā)展的重要影響因素。研究最后對(duì)本研究結(jié)果的教育意義也進(jìn)行了討論。
[Abstract]:On the basis of the domestic and foreign research on the development of children's number ability, this study is based on the developmental relationship between pre-school children's quantitative estimation ability and other mathematical skills, and examines the capacity of pre-school children's quantitative estimation. The relationship between the ability of numeration and the cognitive ability of visual space. Using stratified random sampling of age classes, 434 children from 17 classes in three middle level kindergartens in two districts of Shanghai were randomly selected as small and middle. About 100 children (half male and half male) from each of the three age classes were included in the study, and the ability to estimate the number of children in the three age groups was evaluated. The numerical ability and visual spatial cognitive ability were preliminarily measured. The quantitative estimation tool was adapted from the pre-study scale (Zhao Zhenguo / 2006). The visual spatial cognitive ability was measured with the Chinese revised Wechsler Intelligence scale for Preschool Children with block pattern test and Dennis Dennis. (1992) and case et al. 1996) Picture drawing test in the study. Two months after the completion of the initial test. A total of 104 children (who have been promoted to the middle class) were divided into two experimental groups and one control group by random sampling. Each group had about 34 children (nearly half male and female). The experimental group was the number ability intervention group and the visual spatial cognitive ability intervention group. Two groups of children were involved in counting activities and building blocks puzzle activities respectively. After three months of intervention once a week 94 children were given quantitative estimation ability and counting ability. The posttest of visual spatial cognitive ability. The study examined the development of three cognitive abilities of preschool children; (B) the development of the capacity of estimating the number of preschool children in different estimating situations; The results show that the estimated quantity of preschool children is much lower than the overestimated ones. As a result, it shows a trend of underestimation on the whole; There are significant age differences in pre-school children's quantitative estimation ability, numeration ability and visual spatial cognitive ability, but there is no gender difference. The difference between small classes is greater than that between middle and large classes. This indicates that the period of 4-5 years old is a period of rapid development of children's quantitative estimation ability, counting ability and visual spatial cognitive ability. Estimation of the number of situations and the size of the number of children will have an impact on the estimation of the number of children in the number of estimated scores in the context of reference is higher than that of no reference situation. And the estimated score of the regular arrangement situation is higher than that of the random arrangement situation, and with the increase of the number, the estimated score of the children will decrease, and the accuracy of the estimation will decrease. There is a significant positive correlation among pre-school children's quantitative estimation ability, numeration ability and visual spatial cognitive ability. The results showed that there was a close relationship between the three mathematical cognitive abilities of preschool children. The results of the intervention of numeration ability and spatial ability showed that there was a close relationship between these three kinds of mathematical cognitive abilities of preschool children. The intervention of two cognitive abilities has a certain influence on the development of the quantitative estimation ability of children in this age group, which indicates that the numeration ability and the visual spatial cognitive ability are the important reasons for the development of the pre-school children's quantitative estimation ability. Finally, the educational significance of the results is also discussed.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2009
【分類號(hào)】：G613.4

【引證文獻(xiàn)】

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1 呂雪;;近十年大陸地區(qū)幼兒數(shù)概念發(fā)展研究綜述[J];早期教育(教科研版);2013年02期

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1 汪光珩;3-6歲兒童數(shù)學(xué)單位概念與非標(biāo)準(zhǔn)空間測(cè)量能力的發(fā)展及關(guān)系研究[D];華東師范大學(xué);2010年

相關(guān)碩士學(xué)位論文 前8條

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4 腰冰;幼兒數(shù)學(xué)入學(xué)準(zhǔn)備的現(xiàn)狀研究[D];西南大學(xué);2011年

5 王玲娟;小學(xué)數(shù)學(xué)中的估算內(nèi)容與估算教學(xué)的調(diào)查分析[D];東北師范大學(xué);2011年

6 周晶;3-6歲兒童平分和初步除法能力發(fā)展的研究[D];華東師范大學(xué);2010年

7 高黎亞;2-3歲嬰幼兒數(shù)概念發(fā)展及其家庭親子數(shù)學(xué)互動(dòng)的研究[D];華東師范大學(xué);2010年

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