幼儿数学能力发展现状与影响因素研究
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摘要
幼儿数学能力的发展既是幼儿数学学习的目标,又是数学学习的起点,对于幼儿数学教育的开展起着至关重要的作用。为了解幼儿数学能力发展的现状及相关影响因素,本研究采用分层随机抽样的方法,选取H市6所幼儿园的144位幼儿为研究对象,调查了他们的数学能力发展水平和家庭数学教育现状,并对他们所在班级的数学区角环境进行测评。在对调查数据进行量化分析的基础上,结合观察记录及访谈资料,进行了相关分析讨论。
The development of children's mathematics ability is not only the learning goal of children's mathematics education,but also the starting point of mathematics learning,which plays a vital role in the development of mathematics education for children.In order to understand the present situation and influencing factors of the development of children's mathematics learning ability,this study used stratified random sampling method by selecting 144 children from 6kindergartens in H city as the research object,and investigated their development level of mathematics ability and the status of family mathematics education.And this paper evaluated the mathematics learning environment in their class.Based on the quantitative analysis of the survey data,combined with the observation records and interview data,this paper made relevant analysis and discussions.
The development of children's mathematics ability is not only the learning goal of children's mathematics education,but also the starting point of mathematics learning,which plays a vital role in the development of mathematics education for children.In order to understand the present situation and influencing factors of the development of children's mathematics learning ability,this study used stratified random sampling method by selecting 144 children from 6kindergartens in H city as the research object,and investigated their development level of mathematics ability and the status of family mathematics education.And this paper evaluated the mathematics learning environment in their class.Based on the quantitative analysis of the survey data,combined with the observation records and interview data,this paper made relevant analysis and discussions.
引文
[1]邢莉莉,蔡迎旗.留守幼儿数学能力发展现状及分析[J].幼儿教育(教育科研),2009(7):84-86.
[2] Jordan N C,Kaplan D,Locuniak M N,et al.Predicting First-Grade Math Achievement from Developmental Number Sense Trajectories.[J].Learning Disabilities Research&Practice,2007,22(1):36-46.
[3] Stock P,Desoete A,Roeyers H.Detecting children with arithmetic disabilities from kindergarten:evidence from a 3-year longitudinal study on the role of preparatory arithmetic abilities[J].Journal of Learning Disabilities,2010,43(3):250.
[4] Booth,J.L.,&Siegler,R.S.Opmental and individual differences in pure numerical estimation.Developmental Psychology,2006,42(1):189-189.
[5] Jordan N C,Kaplan D,Ramineni C,et al.Early math matters:Kindergarten number competence and later mathematics outcomes.[J].Developmental Psychology,2009,45(3):850-867.
[6]周欣.儿童数概念的早期发展[M]上海:华东师范大学出版社,2004.
[7]徐晶晶.学习品质对5-6岁儿童早期数学能力的影响研究[D].上海:华东师范大学,2014.
[8] NCTM.Principles and standards for school mathematics:Discussion draft.Washington,DC:NCIM,1998.
[9]王晓芬.农村混读班早期教育现状研究--对贫困地区学前教育质量的考察[D].华东师范大学,2009.
[10]程祁.家庭文化资本及其对幼儿数学学习的影响研究[D].上海:华东师范大学,2009.
[11]薛烨,朱家雄.生态学视野下的学前教育[M].华东师范大学出版社,2007.
[12]梅纳新.当前幼儿数学教育对教师能力的要求[J].学前教育研究,2003(3):53-54.
[13]胡慧娟,林菁.幼儿园数学教育活动设计适宜性的研究[J].幼儿教育研究,2016(3):18-28.
[14]谢明初.情境认知理论对数学教育的意义[J].教育研究,2009(8):69-73.
[15]陈晨.近十年我国幼儿数学活动研究综述--基于CNKI数据库2006-2016年的刊文统计[J].陕西学前师范学院学报,2017,33(10):140-145.
[16]高洁,王春燕,秦元东.数学区活动中幼儿的游戏性表现[J].学前教育研究,2015(7):35-42.
[17]李克建,胡碧莹.中国托幼机构教育质量评价量表(试用版).2014.
[18]潘月娟.幼儿数学教育与活动指导[M].北京:高等教育出版社,2013.
[19]苏红伟.谈谈幼儿园数学区域活动的开展[J].学前教育研究,2003(10):51-52.
[20]谢晓悦.扬州市幼儿园大班家庭数学教育现状调查[D].南京:南京师范大学,2015.
[21]黄瑾.家庭与儿童早期数学认知能力发展[J].幼儿教育(教育科学版),2006(11):45-48
[22]Skwarchuk S L.How Do Parents Support Preschoolers'Numeracy Learning Experiences at Home?[J].Early Childhood Education Journal,2009,37(3):189-197.
[23]张二凤,张莉.美国"帮助儿童学习数学"项目对我国家庭数学教育的启示[J].早期教育(教科研版),2015(6):16-19.
[24]高黎亚.2-3岁婴幼儿数概念发展及其家庭亲子数学互动的研究[D].上海:华东师范大学,2010.
[25]史月杰.结构化家庭烹饪活动对幼儿数学学习的影响[J].学前教育研究,2014(12):16-22.
[26]王春燕.积木搭建游戏对幼儿数学学习的价值及教师的支持性策略[J].陕西学前师范学院学报,2018(4):19-22.
[27]Love J M.Instrumentation for State Readiness Assessment:Issues in Measuring Children's Early Development and Learning.Princeton,NJ:Mathematica Policy Research[J].Mathematica Policy Research Reports,2001.
[28]徐晶晶.学习品质对5-6岁儿童早期数学能力的影响研究[D].上海:华东师范大学,2014.
[29]周晶.5~7岁儿童数学过程性能力的构成要素及应用性研究[D].上海:华东师范大学,2016.
[30]周欣.对学前儿童数学学习与发展监测评估价值取向的思考[J].学前教育研究,2017(5):3-9.
[2] Jordan N C,Kaplan D,Locuniak M N,et al.Predicting First-Grade Math Achievement from Developmental Number Sense Trajectories.[J].Learning Disabilities Research&Practice,2007,22(1):36-46.
[3] Stock P,Desoete A,Roeyers H.Detecting children with arithmetic disabilities from kindergarten:evidence from a 3-year longitudinal study on the role of preparatory arithmetic abilities[J].Journal of Learning Disabilities,2010,43(3):250.
[4] Booth,J.L.,&Siegler,R.S.Opmental and individual differences in pure numerical estimation.Developmental Psychology,2006,42(1):189-189.
[5] Jordan N C,Kaplan D,Ramineni C,et al.Early math matters:Kindergarten number competence and later mathematics outcomes.[J].Developmental Psychology,2009,45(3):850-867.
[6]周欣.儿童数概念的早期发展[M]上海:华东师范大学出版社,2004.
[7]徐晶晶.学习品质对5-6岁儿童早期数学能力的影响研究[D].上海:华东师范大学,2014.
[8] NCTM.Principles and standards for school mathematics:Discussion draft.Washington,DC:NCIM,1998.
[9]王晓芬.农村混读班早期教育现状研究--对贫困地区学前教育质量的考察[D].华东师范大学,2009.
[10]程祁.家庭文化资本及其对幼儿数学学习的影响研究[D].上海:华东师范大学,2009.
[11]薛烨,朱家雄.生态学视野下的学前教育[M].华东师范大学出版社,2007.
[12]梅纳新.当前幼儿数学教育对教师能力的要求[J].学前教育研究,2003(3):53-54.
[13]胡慧娟,林菁.幼儿园数学教育活动设计适宜性的研究[J].幼儿教育研究,2016(3):18-28.
[14]谢明初.情境认知理论对数学教育的意义[J].教育研究,2009(8):69-73.
[15]陈晨.近十年我国幼儿数学活动研究综述--基于CNKI数据库2006-2016年的刊文统计[J].陕西学前师范学院学报,2017,33(10):140-145.
[16]高洁,王春燕,秦元东.数学区活动中幼儿的游戏性表现[J].学前教育研究,2015(7):35-42.
[17]李克建,胡碧莹.中国托幼机构教育质量评价量表(试用版).2014.
[18]潘月娟.幼儿数学教育与活动指导[M].北京:高等教育出版社,2013.
[19]苏红伟.谈谈幼儿园数学区域活动的开展[J].学前教育研究,2003(10):51-52.
[20]谢晓悦.扬州市幼儿园大班家庭数学教育现状调查[D].南京:南京师范大学,2015.
[21]黄瑾.家庭与儿童早期数学认知能力发展[J].幼儿教育(教育科学版),2006(11):45-48
[22]Skwarchuk S L.How Do Parents Support Preschoolers'Numeracy Learning Experiences at Home?[J].Early Childhood Education Journal,2009,37(3):189-197.
[23]张二凤,张莉.美国"帮助儿童学习数学"项目对我国家庭数学教育的启示[J].早期教育(教科研版),2015(6):16-19.
[24]高黎亚.2-3岁婴幼儿数概念发展及其家庭亲子数学互动的研究[D].上海:华东师范大学,2010.
[25]史月杰.结构化家庭烹饪活动对幼儿数学学习的影响[J].学前教育研究,2014(12):16-22.
[26]王春燕.积木搭建游戏对幼儿数学学习的价值及教师的支持性策略[J].陕西学前师范学院学报,2018(4):19-22.
[27]Love J M.Instrumentation for State Readiness Assessment:Issues in Measuring Children's Early Development and Learning.Princeton,NJ:Mathematica Policy Research[J].Mathematica Policy Research Reports,2001.
[28]徐晶晶.学习品质对5-6岁儿童早期数学能力的影响研究[D].上海:华东师范大学,2014.
[29]周晶.5~7岁儿童数学过程性能力的构成要素及应用性研究[D].上海:华东师范大学,2016.
[30]周欣.对学前儿童数学学习与发展监测评估价值取向的思考[J].学前教育研究,2017(5):3-9.