本文選題：學(xué)前兒童　切入點：加減逆反原則理解和運用　出處：《華東師范大學(xué)》2008年碩士論文

【摘要】： 本研究的目的是考查4～6歲學(xué)前兒童的加減逆反原則理解和運用的發(fā)展水平和年齡特點以及加減運算技能與其加減逆反原則理解和運用之間的關(guān)系。被試是從上海市三所普通幼兒園的6個班級中隨機選取的122名學(xué)前兒童。研究采用的工具為自編的兩個數(shù)加減運算任務(wù)和根據(jù)巴魯?shù)虾唾噳酏埖牟糠志唧w加減逆反任務(wù)修改而成的。測查主要采用個別面試并結(jié)合觀察記錄兒童在答題過程中的行為來研究兒童對加減逆反原則理解和運用情況,并對加減運算技能和加減逆反原則理解和運用的得分進行聚類分析,得出這兩項任務(wù)關(guān)系的四類不同子集,即“高能力子集”、“低能力子集”、“高概念理解低運算技能子集”和“低概念理解高運算技能子集”。 本研究的結(jié)果表明:1)4～6歲幼兒在理解和運用加減逆反原則時并不存在性別差異。幼兒至少在4歲的時候已經(jīng)開始萌發(fā)部分或者不穩(wěn)定的對加減逆反概念的理解,并開始初步嘗試在問題解決中運用這種理解,但是要到5歲甚至更晚才能夠達到較為一致而穩(wěn)定的程度。5歲幼兒理解和運用加減逆反原則的水平與4歲幼兒的水平相比有了較為明顯的提高。2)幼兒加減運算技能和對加減逆反概念理解和運用之間存在著較為復(fù)雜的關(guān)系,兩者之間的發(fā)展水平有可能是一致的,也可能呈現(xiàn)相反的趨勢。3)不同問題情境——控制問題(在一定數(shù)量的初始集合上加減不同數(shù)量的物體)和逆反問題(在一定數(shù)量的初始集合上加減相同數(shù)量的物體)——對于幼兒加減逆反理解和運用有一定的影響。4)呈現(xiàn)加減的實物的同時是否輔助呈現(xiàn)數(shù)字符號這一因素總體上并不對4～6歲幼兒的加減逆反理解和運用的水平產(chǎn)生影響,但是也存在很大的個體差異。
[Abstract]:The purpose of this study was to examine the development level and age characteristics of the understanding and application of the principle of plus or minus inversion among children aged 4 years old and 6 years old, and the relationship between the skills of addition and subtraction operation and the understanding and application of the principle of inversion of addition and subtraction. The subjects were from Shanghai. 122 pre-school children were randomly selected from 6 classes in three ordinary kindergartens in the city. The tools used in the study were the self-compiled two numbers of addition and subtraction tasks and the modification of some specific additive and subtraction inverse tasks of Barudi and Lai Menglong. The test mainly uses individual interviews and records children's behavior in the course of answering questions to study children's understanding and application of the principle of adding or subtracting inversion. Clustering analysis is carried out on the scores of the skills of addition and subtraction operations and the understanding and application of the principle of inversion of addition and subtraction, and four different subsets of the relationship between these two tasks are obtained. They are "high capability subset", "low ability subset", "high concept understanding low operation skill subset" and "low concept understanding high operation skill subset". The results of this study show that there is no gender difference in the understanding and application of the principle of additive and subtraction inversion in children aged 6: 1. At least at the age of 4, children have begun to have a partial or unstable understanding of the concept of additive and subtraction inversion. And began to try to apply this understanding in the solution of the problem. However, it takes 5 years old or even later to reach a more consistent and stable level of understanding and application of the principle of adding and subtracting inversion in children of 5 years of age. The level of children at the age of 4 is much higher than that of children of 4 years old. 2) addition and subtraction operation skills of children at the age of 5 years are higher than that of children aged 4 years. There is a complex relationship between energy and the understanding and application of the concept of additive and subtraction inversion. The level of development between the two is likely to be consistent, There may also be a reverse trend. 3) different problem situations-control problems (adding or subtracting different numbers of objects on a certain number of initial sets) and inverse problems (adding or subtracting the same number of objects on a certain number of initial sets). There is a certain influence on children's understanding and application of invert and subtraction inversion. 4) whether or not to render digital symbols in addition and subtraction at the same time does not affect the level of understanding and application of incremental and subtraction inverse inversion in children aged 4 years old. But there are also large individual differences.
【學(xué)位授予單位】：華東師范大學(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】

相關(guān)期刊論文 前1條

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

相關(guān)碩士學(xué)位論文 前2條

1 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

2 牟曉峰;幼兒園數(shù)學(xué)教育課程實施的現(xiàn)狀研究[D];魯東大學(xué);2012年

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本文編號：1695640