本文關(guān)鍵詞：大班幼兒模式認(rèn)知能力與執(zhí)行功能的關(guān)系研究　出處：《華東師范大學(xué)》2017年碩士論文　論文類(lèi)型：學(xué)位論文

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【摘要】：本研究以國(guó)內(nèi)外數(shù)學(xué)模式認(rèn)知能力與執(zhí)行功能的關(guān)系的相關(guān)研究為基礎(chǔ),對(duì)大班幼兒數(shù)學(xué)模式認(rèn)知能力與執(zhí)行功能水平展開(kāi)測(cè)查,并且以此為依據(jù)篩選出數(shù)學(xué)模式認(rèn)知能力和執(zhí)行功能均落后的個(gè)別幼兒,然后根據(jù)干預(yù)-反應(yīng)理論、游戲理論等設(shè)計(jì)個(gè)性化的執(zhí)行功能干預(yù)方案,對(duì)能力落后兒童實(shí)施執(zhí)行功能干預(yù),最后考察干預(yù)對(duì)幼兒執(zhí)行功能和模式認(rèn)知能力的影響,從而進(jìn)一步證明執(zhí)行功能與模式認(rèn)知能力之間的關(guān)系。本研究分為兩個(gè)子研究,研究一的研究對(duì)象為上海120名大班兒童(其中男孩58名,女孩62名,平均月齡69),采用改編模式認(rèn)知能力測(cè)查工具和執(zhí)行功能測(cè)查工具考察大班幼兒模式認(rèn)知能力和執(zhí)行功能水平,并采用相關(guān)分析和回歸分析的方法探究數(shù)學(xué)模式認(rèn)知能力與執(zhí)行功能之間的關(guān)系。在研究二中,根據(jù)研究一的測(cè)查結(jié)果篩選出的模式認(rèn)知能力和執(zhí)行功能均落后的兩名幼兒作為干預(yù)對(duì)象,采用個(gè)別游戲干預(yù)的方式對(duì)個(gè)案兒童實(shí)施每周3次,歷時(shí)6周的執(zhí)行功能干預(yù)。干預(yù)結(jié)束后對(duì)幼兒進(jìn)行模式認(rèn)知能力和執(zhí)行功能的后測(cè),以便考察干預(yù)效果。另外為了更深入地描述執(zhí)行功能的干預(yù)過(guò)程,采用個(gè)案研究法描述和分析干預(yù)過(guò)程和效果。研究發(fā)現(xiàn):1.大班幼兒的模式認(rèn)知能力接近于正態(tài)分布,模式總分在性別上存在顯著差異,女生明顯優(yōu)于男生。對(duì)于模式任務(wù)難度而言,模式復(fù)制是最低級(jí)的模式認(rèn)知能力,模式填充次之,而模式的轉(zhuǎn)換和比較對(duì)大班幼兒來(lái)說(shuō)最難。大班幼兒的執(zhí)行功能得分接近于正態(tài)分布,執(zhí)行功能總分具有年齡主效。2.兒童的數(shù)學(xué)模式認(rèn)知能力與執(zhí)行功能總分之間存在著顯著相關(guān)關(guān)系,不同類(lèi)型模式得分與執(zhí)行功能的各個(gè)子成分之間均存在顯著相關(guān),幼兒的抑制控制和工作記憶水平對(duì)大班兒童模式認(rèn)知能力有預(yù)測(cè)作用。3.針對(duì)執(zhí)行功能各個(gè)子成分的游戲干預(yù)能夠提高幼兒的工作記憶,執(zhí)行功能的訓(xùn)練對(duì)幼兒模式認(rèn)知能力具有一定的遷移作用。這一結(jié)果提示執(zhí)行功能干預(yù)游戲或許能夠?yàn)橛變簲?shù)學(xué)模式認(rèn)知能力的培養(yǎng)提供一條有效的途徑。4.個(gè)體的家庭環(huán)境、父母教養(yǎng)方式與個(gè)性、學(xué)習(xí)興趣、學(xué)習(xí)品質(zhì)等非認(rèn)知因素對(duì)干預(yù)的效果有著重要影響,同時(shí)它們與幼兒的執(zhí)行功能等基本認(rèn)知能力相互交織,共同影響著幼兒的數(shù)學(xué)能力發(fā)展。
[Abstract]:Based on the research on the relationship between mathematical model cognitive ability and executive function at home and abroad, this study investigated the cognitive ability of mathematical model and the level of executive function of large class children. And based on this selected mathematical model cognitive ability and executive function of the individual children behind, and then according to the intervention-response theory, game theory and other personalized executive function intervention program. Finally, the effect of intervention on executive function and model cognitive ability of children with ability retardation was investigated. This study is divided into two sub-studies. One of the subjects of the study is 120 large class children in Shanghai (58 boys and 62 girls). The average age was 69 months. The cognitive ability and executive function of the children in large class were investigated with the adapted cognitive ability test tool and the executive function test tool. And using correlation analysis and regression analysis to explore the relationship between mathematical model cognitive ability and executive function. According to the results of the first study, two children with model cognitive ability and poor executive function were selected as intervention objects, and the individual game intervention was carried out three times a week. 6 weeks of executive function intervention. After the intervention, the model cognitive ability and executive function of young children were tested in order to investigate the effect of intervention. In addition, the intervention process of executive function was described more deeply. Case study was used to describe and analyze the intervention process and effect. The study found that the model cognitive ability of large class children was close to normal distribution, and the total score of model had significant difference in gender. 2. For the difficulty of pattern task, pattern replication is the lowest cognitive ability of pattern, followed by pattern filling. The transformation and comparison of the model is the most difficult for the children in large class. The score of the executive function of the children in the large class is close to the normal distribution. The total score of executive function has the main effect of age. 2. There is a significant correlation between children's cognitive ability of mathematical model and the total score of executive function. There was a significant correlation between the scores of different types of patterns and each subcomponent of the executive function. The inhibition control and working memory level of children can predict the cognitive ability of large class children. 3. The game intervention aimed at each sub-component of executive function can improve the working memory of children. The training of executive function has a certain transfer effect on the cognitive ability of infant model, which suggests that the executive function intervention game may provide an effective way to cultivate the cognitive ability of mathematical model. 4. An individual's family environment. Parental rearing style and personality, learning interest, learning quality and other non-cognitive factors have an important impact on the effect of intervention, at the same time, they are intertwined with children's basic cognitive ability such as executive function. It affects the development of children's mathematics ability together.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G613.4

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