运用多元表征教学策略促进大班幼儿模式能力发展的行动研究
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摘要
模式能力是幼儿形成逻辑思维的重要前提,对幼儿以后的数学学习和发展有着深远影响。为了提高幼儿的模式能力,本研究采用行动研究范式,运用多元表征的教学策略对实验班和对照班幼儿各30名进行为期4个月的干预,结果发现在行动研究结束后,实验班幼儿的模式能力在量和质两个方面都获得了提升。就量的方面来说,实验班幼儿的模式能力在前后测及与对照班的对比中都有明显提升。就质的方面来说,实验班幼儿更加胜任模式的创造和转换任务,能够把模式概念运用于日常生活中,并且乐于开展模式活动。参与行动研究的教师对多元表征教学策略不再"抵触",运用多元表征教学策略的能力得到了提高。合理的干预方案和研究小组成员的协作是行动研究富有成效的关键因素。教师在数学教学中应善于帮助幼儿理解数学关系,鼓励幼儿选择多种方式进行表征,并在日常生活中注重对幼儿多元表征意识的培养。
Pattern ability is an important mathematical ability in early childhood. It is an important prerequisite for children to form logical thinking, and it lays a good foundation for children 's future mathematics learning and development. This study adopted an action research paradigm,and used multi-representational teaching strategies to intervene in experimental classes of young children(30). The action research lasted for four months. The scope of intervention included group activities and regional activities.The researchers performed a group activity once a week,with four rounds of activity and a total of three rounds(12 collective activities). After one semester of intervention,we examined the children's pattern ability before and after(60) to explore the influence of multi-representation teaching strategies on the development of children's model ability,and analyze the effectiveness of multi-dimensional representation teaching strategies. The study found that:after the three rounds of ac tion studies were completed, the children's pattern ability improved both quantitatively and qualitatively. In terms of quantity,children's pattern ability in the experimental class has improved significantly,both in comparisons of children before and after the test, or in comparison with the control class. In terms of quality, the children of the experimental class are more competent in the creation and transformation of the pattern,and they can apply the concept of the pattern to life;the teachers of the experimental class no longer "contradict"the multi-representation teaching strategy,and the ability has been improved. In addition,the study also discussed the reason of this action research why was effective,and we believed that reasonable programs and team members' collaboration are key factors for effectiveness. Finally, we proposed educational advices:Help young children understand the relationship between mathematics and choose the appropriate way to represent;Pay attention to the cultivation of children's multi-representation consciousness in daily life;Children's process ability should get more attention in practice.
Pattern ability is an important mathematical ability in early childhood. It is an important prerequisite for children to form logical thinking, and it lays a good foundation for children 's future mathematics learning and development. This study adopted an action research paradigm,and used multi-representational teaching strategies to intervene in experimental classes of young children(30). The action research lasted for four months. The scope of intervention included group activities and regional activities.The researchers performed a group activity once a week,with four rounds of activity and a total of three rounds(12 collective activities). After one semester of intervention,we examined the children's pattern ability before and after(60) to explore the influence of multi-representation teaching strategies on the development of children's model ability,and analyze the effectiveness of multi-dimensional representation teaching strategies. The study found that:after the three rounds of ac tion studies were completed, the children's pattern ability improved both quantitatively and qualitatively. In terms of quantity,children's pattern ability in the experimental class has improved significantly,both in comparisons of children before and after the test, or in comparison with the control class. In terms of quality, the children of the experimental class are more competent in the creation and transformation of the pattern,and they can apply the concept of the pattern to life;the teachers of the experimental class no longer "contradict"the multi-representation teaching strategy,and the ability has been improved. In addition,the study also discussed the reason of this action research why was effective,and we believed that reasonable programs and team members' collaboration are key factors for effectiveness. Finally, we proposed educational advices:Help young children understand the relationship between mathematics and choose the appropriate way to represent;Pay attention to the cultivation of children's multi-representation consciousness in daily life;Children's process ability should get more attention in practice.
引文
[1]史亚娟,庞丽娟,陶沙,等.儿童数学认知能力发展的影响[J].心理发展与教育,2003(4):47-51.
[2]LYNN M,MCGARVEY.Is it a pattern?[J].Teaching Children Mathematics,2013(5):564-571.
[3]MARINA M,PAPIC J T,MULLIGAN M C,et al.Assessing the development of preschoolers’mathematical patterning[J].Journal for Research in Mathematics Education,2011(3):237-268.
[4]姜慧慧.义务教育阶段学生数学表征能力的测评[D].上海:华东师范大学,2014:5-6.
[5][39]周晶.5~7岁儿童数学过程性能力的构成要素及应用研究[D].上海:华东师范大学,2016:60-63.
[6]唐剑岚.数学多元表征学习及教学[M].南京:南京师范大学出版社,2009:45.
[7]章佳颖.4~6岁儿童数学认知中多元表征研究[D].上海:华东师范大学,2011:11-21.
[8]张亚杰.提高幼儿园数学模式的有效性[J].上海托幼,2012(3):12-13.
[9]黄瑾,田方.学前儿童数学学习与发展核心经验[M].南京:南京师范大学出版社,2015:59-60.
[10]杜青霞.高中生数学概念多元表征的调查研究[D].武汉:华中师范大学,2014:3-12.
[11]HRAGREAVES A.Transforming knowledge:blurring the boundaries between research,policy,and practice[J].Educational Evaluation and Policy Analysis,1996,18(2):105-122.
[12]ELLIOTT J.Action research for educational change[M].Milton Keynes:Open University Press,1991:78.
[13]HO C L.An investigation of preschool teachers’ways of seeing action research using phenomenography[J].Educ Res Policy,2016(15):147-162.
[14]陈向明.质的研究方法和社会科学研究[M].北京:教育科学出版社,2000:448.
[15]孙杨丽.运用多元表征教学策略进行中班几何图形教学的行动研究[D].天津:天津师范大学,2014:9-17.
[16]李子彪.行动研究及其推广的意义[J].广州教育,1992(6):16-20.
[17]周葱葱,林泳海.3.5~6.5岁儿童式样认知发展的实验研究[J].心理学探新,2003(1):33-36.
[18]黄瑾.幼儿园数学教育与活动设计[M].北京:高等教育出版社,2010:163-164.
[19]史亚娟,庞丽娟,陶沙,等.3~5岁儿童模式认知能力发展的研究[J].心理发展与教育,2003(1):46-51.
[20]杨峥峥.4~5岁儿童模式与排序能力发展的研究:城市与农村儿童的比较[D].上海:华东师范大学,2007:5-12.
[21]高燕.小班幼儿模式认知能力及其培养研究[D].南京:南京师范大学,2009:5-45.
[22]陆敏.多元表征学习在幼儿园数学活动中的应用研究[D].上海:华东师范大学,2013.
[23]周欣,黄瑾,郭力平,等.我国学前儿童数学监测指标体系的构建[J].学前教育研究,2018(10):12-21.
[24]MILLS G E.教师行动研究指南[M].重庆:重庆大学出版社,2010(3):11-12.
[25]洪明.行动研究与幼儿教育[J].学前教育研究,2001(4):27-29.
[26]范晓文.让教师成为研究者:浅谈反思能力的培养[J].科学咨询(教育科研),2006(11):59.
[27]杨宏伟.幼儿教师怎样进行行动研究[J].教育与教学研究,2004(6):14-15.
[28]杨云秀.农村幼儿教师环境创设能力提升的行动研究[J].教育与教学研究,2014(6):124-128.
[29]席爱勇.数学多元表征:让概念形成过程“看得见”[J].教育研究与评论,2017(9):65-67.
[30]唐剑岚.国外关于数学学习中的多元外在表征的研究述评[J].数学教育学报,2008,17(1):30-34.
[31]黄瑾.论学前儿童数学学习中的多元表征[J].全球教育展望,2011(1):60-62.
[32]National Council of Teachers of Mathematics.Principles and standards for school mathematics[R].Reston,VA:NCTM,2000:29.
[33]周晶.5~7岁儿童数学过程性能力构成要素探索与模型建构[J].学前教育研究,2018(2):12-24.
[34]NUNES T,BRYANT P,BARROS R,et al.The relative importance of two different mathematical abilities to mathematical achievement[J].British Journal of Educational Psychology,2011(82):136-156.
[35][38]MARIA A S,KONSTANTINOS Z.Building meaning through problem solving practices:the case of four-year olds[J].The Journal of Mathematical Behavior,2014,35:58-73.
[36]ZACHAROS K,KOUSTOURAKIS G.A critical approach to school mathematical knowledge:the case of realistic problems in Greek primary schooltextbooks for seven-year-old pupils[J].Acta Didactica Napocensia,2011,4(1):39-51.
[37]SHIAKALLI M A,ZACHAROS K.The contribution of external representations in pre-school mathematical problem solving[J].International Journal of Early Years Education,2012,20(4):315-331.
[2]LYNN M,MCGARVEY.Is it a pattern?[J].Teaching Children Mathematics,2013(5):564-571.
[3]MARINA M,PAPIC J T,MULLIGAN M C,et al.Assessing the development of preschoolers’mathematical patterning[J].Journal for Research in Mathematics Education,2011(3):237-268.
[4]姜慧慧.义务教育阶段学生数学表征能力的测评[D].上海:华东师范大学,2014:5-6.
[5][39]周晶.5~7岁儿童数学过程性能力的构成要素及应用研究[D].上海:华东师范大学,2016:60-63.
[6]唐剑岚.数学多元表征学习及教学[M].南京:南京师范大学出版社,2009:45.
[7]章佳颖.4~6岁儿童数学认知中多元表征研究[D].上海:华东师范大学,2011:11-21.
[8]张亚杰.提高幼儿园数学模式的有效性[J].上海托幼,2012(3):12-13.
[9]黄瑾,田方.学前儿童数学学习与发展核心经验[M].南京:南京师范大学出版社,2015:59-60.
[10]杜青霞.高中生数学概念多元表征的调查研究[D].武汉:华中师范大学,2014:3-12.
[11]HRAGREAVES A.Transforming knowledge:blurring the boundaries between research,policy,and practice[J].Educational Evaluation and Policy Analysis,1996,18(2):105-122.
[12]ELLIOTT J.Action research for educational change[M].Milton Keynes:Open University Press,1991:78.
[13]HO C L.An investigation of preschool teachers’ways of seeing action research using phenomenography[J].Educ Res Policy,2016(15):147-162.
[14]陈向明.质的研究方法和社会科学研究[M].北京:教育科学出版社,2000:448.
[15]孙杨丽.运用多元表征教学策略进行中班几何图形教学的行动研究[D].天津:天津师范大学,2014:9-17.
[16]李子彪.行动研究及其推广的意义[J].广州教育,1992(6):16-20.
[17]周葱葱,林泳海.3.5~6.5岁儿童式样认知发展的实验研究[J].心理学探新,2003(1):33-36.
[18]黄瑾.幼儿园数学教育与活动设计[M].北京:高等教育出版社,2010:163-164.
[19]史亚娟,庞丽娟,陶沙,等.3~5岁儿童模式认知能力发展的研究[J].心理发展与教育,2003(1):46-51.
[20]杨峥峥.4~5岁儿童模式与排序能力发展的研究:城市与农村儿童的比较[D].上海:华东师范大学,2007:5-12.
[21]高燕.小班幼儿模式认知能力及其培养研究[D].南京:南京师范大学,2009:5-45.
[22]陆敏.多元表征学习在幼儿园数学活动中的应用研究[D].上海:华东师范大学,2013.
[23]周欣,黄瑾,郭力平,等.我国学前儿童数学监测指标体系的构建[J].学前教育研究,2018(10):12-21.
[24]MILLS G E.教师行动研究指南[M].重庆:重庆大学出版社,2010(3):11-12.
[25]洪明.行动研究与幼儿教育[J].学前教育研究,2001(4):27-29.
[26]范晓文.让教师成为研究者:浅谈反思能力的培养[J].科学咨询(教育科研),2006(11):59.
[27]杨宏伟.幼儿教师怎样进行行动研究[J].教育与教学研究,2004(6):14-15.
[28]杨云秀.农村幼儿教师环境创设能力提升的行动研究[J].教育与教学研究,2014(6):124-128.
[29]席爱勇.数学多元表征:让概念形成过程“看得见”[J].教育研究与评论,2017(9):65-67.
[30]唐剑岚.国外关于数学学习中的多元外在表征的研究述评[J].数学教育学报,2008,17(1):30-34.
[31]黄瑾.论学前儿童数学学习中的多元表征[J].全球教育展望,2011(1):60-62.
[32]National Council of Teachers of Mathematics.Principles and standards for school mathematics[R].Reston,VA:NCTM,2000:29.
[33]周晶.5~7岁儿童数学过程性能力构成要素探索与模型建构[J].学前教育研究,2018(2):12-24.
[34]NUNES T,BRYANT P,BARROS R,et al.The relative importance of two different mathematical abilities to mathematical achievement[J].British Journal of Educational Psychology,2011(82):136-156.
[35][38]MARIA A S,KONSTANTINOS Z.Building meaning through problem solving practices:the case of four-year olds[J].The Journal of Mathematical Behavior,2014,35:58-73.
[36]ZACHAROS K,KOUSTOURAKIS G.A critical approach to school mathematical knowledge:the case of realistic problems in Greek primary schooltextbooks for seven-year-old pupils[J].Acta Didactica Napocensia,2011,4(1):39-51.
[37]SHIAKALLI M A,ZACHAROS K.The contribution of external representations in pre-school mathematical problem solving[J].International Journal of Early Years Education,2012,20(4):315-331.