【摘要】：本研究通以261名學(xué)齡前兒童為被試,運(yùn)用實(shí)驗(yàn)法,訪談法,通過兩個(gè)實(shí)驗(yàn)研究考察以下幾個(gè)問題:通過對(duì)皮亞杰經(jīng)典數(shù)概念實(shí)驗(yàn)研究的驗(yàn)證,考察當(dāng)前學(xué)齡前兒童數(shù)概念發(fā)展的年齡階段及其特點(diǎn);考察在實(shí)驗(yàn)過程中,指導(dǎo)語的不同是否對(duì)兒童完成實(shí)驗(yàn)有影響;通過皮亞杰數(shù)概念變式實(shí)驗(yàn)研究,考察實(shí)驗(yàn)材料的熟悉程度和任務(wù)難度對(duì)兒童完成實(shí)驗(yàn)是否產(chǎn)生影響。結(jié)果表明: (1)皮亞杰數(shù)概念驗(yàn)證實(shí)驗(yàn)結(jié)果證實(shí)了皮亞杰的兒童數(shù)概念發(fā)展階段理論:即兒童數(shù)概念的發(fā)展分為三個(gè)階段,第一階段的兒童他們對(duì)上述問題所困惑,毫無分辨方法,這一階段稱為無數(shù)概念期。第二階段的兒童他們?cè)诘玫嚼斫饬蛧L試錯(cuò)誤的方法之后便可將問題答對(duì),然而一旦物體表面有了變化,仍然會(huì)像第一階段的兒童一樣,無法分辨,這一階段稱為轉(zhuǎn)變期。第三階段的兒童他們顯示出真正有了數(shù)字概念,他們對(duì)問題的解答非常明確,并且能夠明確地說出原因,這一階段稱為完全熟悉數(shù)概念期。但與之不同的是被試發(fā)展的年齡階段有多提前,各年齡階段的正確率都有提高。 (2)在變式實(shí)驗(yàn)中主試指導(dǎo)語對(duì)于兒童回答問題有明顯作用,實(shí)驗(yàn)材料的熟悉程度和實(shí)驗(yàn)任務(wù)的難度對(duì)兒童完成實(shí)驗(yàn)有影響,選擇適當(dāng)?shù)倪m合兒童年齡階段特點(diǎn)的實(shí)驗(yàn)材料和實(shí)驗(yàn)難度水平和主試指導(dǎo)語,能更有效地考察兒童真實(shí)完成實(shí)驗(yàn)的水平。
[Abstract]:In this study, 261 preschool children were selected as subjects. By means of experimental method and interview method, the following questions were investigated through two experimental studies: the verification of Piaget's concept of classical number, To investigate the age stage and characteristics of the concept development of preschool children; to investigate whether the different guides have an effect on children's completion of the experiment; to study the concept variation of Piaget number through the experimental study. To investigate the influence of the familiarity and task difficulty of the experimental materials on children's completion of the experiment. The results show that: (1) Piaget's theory of child number concept development is confirmed by the experimental results of proof of concept of Piaget number: that is, the development of the concept of number of children is divided into three stages, and the children in the first stage are perplexed by the above problems. This stage is called innumerable conceptual periods. Children in the second stage can answer the question correctly after they have the ability to understand and try the wrong method. However, once the surface of the object changes, they will still be indistinguishable like the children in the first stage. This stage is called the transition period. The third stage of children who show that they really have the concept of numbers, their answer to the question is very clear, and be able to clearly explain the reason, this stage is called fully familiar with the concept of number period. However, the difference is how early the age stage of the subjects is, and the correct rate of each age stage is improved. (2) in the variant experiment, the main test guide plays a significant role in the children's answering questions. The familiarity of the experimental materials and the difficulty of the experiment task have an influence on the children's completion of the experiment. The appropriate experimental materials, the level of the experimental difficulty and the guidance language of the main test are selected, which are suitable for the characteristics of the children's age. It can more effectively examine the level of children's true completion of the experiment.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2011
【分類號(hào)】：G610

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