【摘要】：興趣及其對個人發(fā)展的重要作用逐漸被關(guān)注,興趣對注意過程、學(xué)習(xí)質(zhì)量、組織策略、成就目標(biāo)等均有積極影響。兒童中小學(xué)時的數(shù)學(xué)興趣與個體的數(shù)學(xué)能力相關(guān),并能預(yù)測個體未來的數(shù)學(xué)學(xué)業(yè)成就和大學(xué)專業(yè)選擇(SteinmayrSpinath,2009;ColleenSarah,2016;Doctoroff,FisherBurrows,2016)。因此,探討學(xué)齡前兒童早期數(shù)學(xué)興趣對早期數(shù)學(xué)能力的影響,厘清兩者之間的關(guān)系十分重要。本研究的目的為考察5-6歲兒童數(shù)學(xué)興趣與數(shù)學(xué)能力的關(guān)系,探討兒童早期數(shù)學(xué)興趣的測查方法。研究抽取了上海市長寧區(qū)兩所一級幼兒園的7個大班共164名兒童進(jìn)行測查。數(shù)學(xué)能力的測查采用Ginsberg和Broody(2003)開發(fā)的兒童早期數(shù)學(xué)能力測驗(Test of Early Mathematics Ability-Ⅲ,簡稱TEMA)。數(shù)學(xué)興趣的測查在Arnold和Fisher研究的基礎(chǔ)上,同時采用三種方法測查兒童的數(shù)學(xué)興趣,分別是兒童數(shù)學(xué)興趣自評、教師評定量表、游戲中的數(shù)學(xué)興趣觀察法。研究運用描述性統(tǒng)計分析了 5-6歲兒童數(shù)學(xué)能力與數(shù)學(xué)興趣的表現(xiàn)特點。運用一元方差分析分析了數(shù)學(xué)能力和數(shù)學(xué)興趣的年齡、性別、數(shù)學(xué)能力分組差異。運用相關(guān)分析分析了數(shù)學(xué)興趣與數(shù)學(xué)能力的關(guān)系以及三種不同方法測查的數(shù)學(xué)興趣之間的關(guān)系。運用回歸分析分析了數(shù)學(xué)興趣對數(shù)學(xué)能力的預(yù)測作用。運用因素分析探討了三種不同的興趣測查方法的可靠性,嘗試探索早期興趣測查的有效指標(biāo),分析三種不同測查方法的優(yōu)勢與不足。研究結(jié)果顯示:1.運用TEMA測查的5-6歲兒童數(shù)學(xué)發(fā)展水平良好。2.運用本研究中三種方法測查的5-6歲兒童早期數(shù)學(xué)興趣總體處于中等偏上水平。其中兒童自我對數(shù)學(xué)興趣的評價最高,教師評定的兒童數(shù)學(xué)興趣其次,觀察評定的兒童數(shù)學(xué)興趣得分最低。3.5-6歲兒童數(shù)學(xué)能力、數(shù)學(xué)興趣總分和各分項,均沒有顯著的性別差異。4.5-6歲兒童早期數(shù)學(xué)興趣與數(shù)學(xué)能力存在極顯著的中等程度的正相關(guān)。但兒童自評數(shù)學(xué)興趣與數(shù)學(xué)能力的相關(guān)不顯著。與數(shù)學(xué)能力相關(guān)性最高的是興趣觀察中的目標(biāo)導(dǎo)向性。5.教師評定及觀察評定的兒童數(shù)學(xué)興趣對數(shù)學(xué)能力具有極顯著的預(yù)測作用,其中預(yù)測力度最大的是興趣觀察中的目標(biāo)導(dǎo)向性。6.5-6歲兒童的數(shù)學(xué)能力分組對教師評定、興趣觀察評價的數(shù)學(xué)興趣有顯著影響,但兒童自評數(shù)學(xué)興趣沒有顯著的分組差異。低分組、平均組、高分組的兒童的數(shù)學(xué)興趣各分項表現(xiàn)(除對游戲的自評興趣外)呈遞增趨勢。7.本研究中數(shù)學(xué)興趣自評法、觀察獲得的游戲時間指標(biāo)對學(xué)齡前兒童興趣評定的適用性不高。教師評定和興趣觀察可能是更加客觀的評價形式。同時,興趣測查建議在更加真實的環(huán)境中進(jìn)行。
[Abstract]:Interest and its important role in personal development are gradually paid attention to, interest has a positive impact on attention process, learning quality, organizational strategy, achievement goals and so on. The mathematical interest of children in primary and secondary schools is related to individual mathematics ability and can predict the future mathematics achievement and college major choice (SteinmayrSpinath,2009;ColleenSarah,2016;Doctoroff,FisherBurrows,2016). Therefore, it is very important to explore the influence of preschool children's interest in early mathematics on early mathematics ability and to clarify the relationship between them. The purpose of this study was to investigate the relationship between mathematical interest and mathematical ability of children aged 5-6 years, and to explore the method of measuring early mathematical interest of children. A total of 164 children in 7 large classes from two first-class kindergartens in Changning District of Shanghai were selected. Ginsberg and Broody (2003) were used to test the mathematical ability of children in the early stage of mathematics ability test (Test of Early Mathematics Ability- 鈪，

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