4-6岁儿童数学元认知的发展研究
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摘要
美国社会认知发展心理学的创立者John Hurley Flavell在对儿童思维过程进行研究的基础上提出了元认知的概念,即元认知(metacognition)是主体对自身认知活动的认知。元认知的提出引发了学者们对传统智力的反思,成为认知心理学和教育心理学关注的又一焦点。从此,与儿童有关的元记忆、元模仿、阅读理解元认知、数学元认知等研究蓬勃兴起。
本文在以往元认知和数学元认知研究的基础上,采用实验法,以加、减运算为切入点,探索4～6岁儿童数学元认知的发展趋势、年龄特点和性别差异。并在此基础上提出教育建议,以期改变教师数学教学的方式与方法,为儿童已经萌发的数学元认知发展提供适宜的土壤。
本研究对数学元认知构成三要素(数学元认知知识、数学元认知体验和数学元认知监控)及各要素所含子维度进行了全面研究,其结论为:
(1)4～6岁儿童数学元认知随年龄增长而有所提高,但在其构成要素的发展上又存在年龄的特殊性。6岁是儿童数学元认知知识和数学元认知监控发展的重要时期,数学元认知体验在5岁时快速发展。
(2)4～6岁儿童数学元认知体验的发展好于数学元认知知识和数学元认知监控的发展水平。
(3)4～6岁儿童在减法中的数学元认知体验明显好于在加法中的数学元认知体验,但在数学元认知知识和数学元认知监控方面却无显著性差异。
(4)4～6岁儿童数学元认知的发展无明显的性别差异。
(5)虽然测试中儿童乐观主义现象随年龄增长而有所降低,但乐观主义现象始终伴随着儿童数学元认知的发展过程。
John Hurley Flavell, Founder of American social cognitive development psychology, put forward the conception of metacognition based on the researching of children’s thinking process. He considered that metacognition is the cognition of one’s own cognitive behavior. As soon as it is proposed, metacognition attracts the researcher’s attention. It turns into another hotspot and focus in the research of cognitive psychology and educational psychology. From now on, research about metamemory, metaimitation, Reading comprehension metacognition and mathematical metacognition related to children has been the rise.
This article based on the past researches of metacognition and mathematical metacognition. And it adopt experimental method. For the entry point to addition and subtraction operation, exploring 4-6 years old children’s mathematical metacognition development trend, age characteristics and gender differences. Moreover, the article put forward relevant educational suggestion in order to change the mathematics teaching methods and ways of teacher , and promote children’s mathematical met cognition development.
This research comprehensively study the tree elements of mathematical metacognition (mathematical metacognition knowledge, mathematical metacognition experience, mathematical metacognition monitor) and the dimensions of all the elements, The result indicates that:
(1) 4-6 years old children's mathematical metacognition improves with the growth of age, but in the development of its constituent elements there exists special nature of the age. 6-year-old is an important period of the development of mathematical metacognition knowledge and mathematical metacognition monitor, mathematical metacognition experience is experiencing a rapid development at the age of 5.
(2) The development of 4-6 years old children's mathematical metacognition experience is better than the development of mathematical metacognition knowledge and mathematical metacognition monitor.
(3) Mathematical metacognition experience of 4-6 years old children in the subtraction is significantly better than that in addition, but there is no significant difference between mathematical metacognition knowledge and mathematical metacognition monitor.
(4) The development of 4-6 years old Children's mathematical metacognition has no significant gender differences.
(5) Although the phenomenon of children optimism becoming less with the growth of age in the test, the process of children's mathematical metacognitive development is always accompanied by optimism.
本文在以往元认知和数学元认知研究的基础上,采用实验法,以加、减运算为切入点,探索4～6岁儿童数学元认知的发展趋势、年龄特点和性别差异。并在此基础上提出教育建议,以期改变教师数学教学的方式与方法,为儿童已经萌发的数学元认知发展提供适宜的土壤。
本研究对数学元认知构成三要素(数学元认知知识、数学元认知体验和数学元认知监控)及各要素所含子维度进行了全面研究,其结论为:
(1)4～6岁儿童数学元认知随年龄增长而有所提高,但在其构成要素的发展上又存在年龄的特殊性。6岁是儿童数学元认知知识和数学元认知监控发展的重要时期,数学元认知体验在5岁时快速发展。
(2)4～6岁儿童数学元认知体验的发展好于数学元认知知识和数学元认知监控的发展水平。
(3)4～6岁儿童在减法中的数学元认知体验明显好于在加法中的数学元认知体验,但在数学元认知知识和数学元认知监控方面却无显著性差异。
(4)4～6岁儿童数学元认知的发展无明显的性别差异。
(5)虽然测试中儿童乐观主义现象随年龄增长而有所降低,但乐观主义现象始终伴随着儿童数学元认知的发展过程。
John Hurley Flavell, Founder of American social cognitive development psychology, put forward the conception of metacognition based on the researching of children’s thinking process. He considered that metacognition is the cognition of one’s own cognitive behavior. As soon as it is proposed, metacognition attracts the researcher’s attention. It turns into another hotspot and focus in the research of cognitive psychology and educational psychology. From now on, research about metamemory, metaimitation, Reading comprehension metacognition and mathematical metacognition related to children has been the rise.
This article based on the past researches of metacognition and mathematical metacognition. And it adopt experimental method. For the entry point to addition and subtraction operation, exploring 4-6 years old children’s mathematical metacognition development trend, age characteristics and gender differences. Moreover, the article put forward relevant educational suggestion in order to change the mathematics teaching methods and ways of teacher , and promote children’s mathematical met cognition development.
This research comprehensively study the tree elements of mathematical metacognition (mathematical metacognition knowledge, mathematical metacognition experience, mathematical metacognition monitor) and the dimensions of all the elements, The result indicates that:
(1) 4-6 years old children's mathematical metacognition improves with the growth of age, but in the development of its constituent elements there exists special nature of the age. 6-year-old is an important period of the development of mathematical metacognition knowledge and mathematical metacognition monitor, mathematical metacognition experience is experiencing a rapid development at the age of 5.
(2) The development of 4-6 years old children's mathematical metacognition experience is better than the development of mathematical metacognition knowledge and mathematical metacognition monitor.
(3) Mathematical metacognition experience of 4-6 years old children in the subtraction is significantly better than that in addition, but there is no significant difference between mathematical metacognition knowledge and mathematical metacognition monitor.
(4) The development of 4-6 years old Children's mathematical metacognition has no significant gender differences.
(5) Although the phenomenon of children optimism becoming less with the growth of age in the test, the process of children's mathematical metacognitive development is always accompanied by optimism.
引文
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