社会建构理论视野中的幼儿园数学活动个案研究
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摘要
幼儿园数学活动作为促进儿童领域发展的一种重要的专项活动与途径，已引起幼教界的广泛关注。长期以来，认识到儿童对数理逻辑知识的掌握不是来自于被操作的对象本身，而是来自于儿童的行动以及这些行动的协调的、基于建构主义的数学学习观在幼儿园数学教育领域得到了充分的认识和体现，注重儿童与材料互动，提倡个体操作的数学活动模式得到了大力推崇。然而，20世纪90年代以来，随着社会建构主义理论流派的兴起以及其在国际科学教育改革中所产生的影响，强调数学知识与概念的获得不仅是一个认知过程，更是交往过程，是社会协商的结果并提倡学习环境需要更多的交互支持与合作的、基于社会建构主义理论的数学学习观逐渐开始成为数学教育领域中的热门话题。籍此，站在社会建构主义理论的视角，可以引发我们对我国幼儿园数学教育活动的重新思考和审视。
本研究从社会建构理论的视角出发，借助质的研究方法，采用个案式研究对幼儿园数学活动案例展开分析与解读，通过进入现场式的实地观察、访谈以及前期的文献搜集和问卷调查，以探究和回答幼儿园数学活动中有助于儿童数概念建构的真实情境创设，发生在儿童之间、儿童与教师之间的互动交往以及教师在支持儿童数学学习中的角色等相关问题。
在对数学活动案例揭示与讨论的基础上，作者对重新审视和反思我国幼儿园数学教育活动提出如下启示和建议：(1)在幼儿园数学活动中，除了让儿童动手操作之外，还应当提供给儿童一定的真实情境和背景；(2)在幼儿园数学活动中，除了帮助儿童发展提出问题的技能外，还应当鼓励儿童互动对话、共同建构；(3)虽然运算对于儿童来说是困难的，但教师也应当明白在一定的情境和教师的支架、推动下，数学概念和技能的获得也是可能的。教师在儿童的数学学习中应当是一个既不违背数的概念，又不违背儿童的、积极而有立场的共同建构者。
Kindergarten Mathematical Activity, as a special activity and channel to advance the development of children, has come to children teaching community's attention. For a long time, we realized that a child's mastery of mathematical logic knowledge was not from the object, but from his action and its harmony. The mathematical study view based on constructivism has been thoroughly known in the kindergarten mathematical teaching field. It is also widely shared that we should pay attention to the interactivities with children and the material and advocate individual operation. However, since 1990s with the growth of Social Constructivism and its influence in contemporary education reformation, the mathematical study view based on social constructivism theory was gradually becoming the focal point in the mathematical teaching field. It stressed that learning mathematical knowledge and concept was not only a process of cognition but a process of communication and advocated that learning environment required cooperation and help with each other. Consequently, it occurred to us that we should consider and survey the kindergarten education activity again.
This paper uses individual research to analyze and interpret the kindergarten mathematical activity case from the visual angle of social constructivism theory and by dint of qualitative research method. By means of field survey, interview, literature collection and questionnaire, the article delves into creating real situation to help the child to construct his mathematical concept, and answer several questions as well, such as a child making intercourse with others and teachers and the role of a teacher in mathematical study.
Based on the discussion, the author offers some suggestions as follow: 1) In addition to helping them to operate themselves, we should give the children some real situation and backgrounds in the kindergarten mathematical activities. 2) In addition to helping the children to develop their skills of raising question, we should encourage them to communicate and construct with others in the kindergarten mathematical activities. 3) Although arithmetic is difficult for children, the teachers should realize that it's possible to obtain such mathematical knowledge and skill with some situation and your help. The teacher should be neither a departure from mathematical concept nor a departure from children, but an optimistic co-constructor.
本研究从社会建构理论的视角出发，借助质的研究方法，采用个案式研究对幼儿园数学活动案例展开分析与解读，通过进入现场式的实地观察、访谈以及前期的文献搜集和问卷调查，以探究和回答幼儿园数学活动中有助于儿童数概念建构的真实情境创设，发生在儿童之间、儿童与教师之间的互动交往以及教师在支持儿童数学学习中的角色等相关问题。
在对数学活动案例揭示与讨论的基础上，作者对重新审视和反思我国幼儿园数学教育活动提出如下启示和建议：(1)在幼儿园数学活动中，除了让儿童动手操作之外，还应当提供给儿童一定的真实情境和背景；(2)在幼儿园数学活动中，除了帮助儿童发展提出问题的技能外，还应当鼓励儿童互动对话、共同建构；(3)虽然运算对于儿童来说是困难的，但教师也应当明白在一定的情境和教师的支架、推动下，数学概念和技能的获得也是可能的。教师在儿童的数学学习中应当是一个既不违背数的概念，又不违背儿童的、积极而有立场的共同建构者。
Kindergarten Mathematical Activity, as a special activity and channel to advance the development of children, has come to children teaching community's attention. For a long time, we realized that a child's mastery of mathematical logic knowledge was not from the object, but from his action and its harmony. The mathematical study view based on constructivism has been thoroughly known in the kindergarten mathematical teaching field. It is also widely shared that we should pay attention to the interactivities with children and the material and advocate individual operation. However, since 1990s with the growth of Social Constructivism and its influence in contemporary education reformation, the mathematical study view based on social constructivism theory was gradually becoming the focal point in the mathematical teaching field. It stressed that learning mathematical knowledge and concept was not only a process of cognition but a process of communication and advocated that learning environment required cooperation and help with each other. Consequently, it occurred to us that we should consider and survey the kindergarten education activity again.
This paper uses individual research to analyze and interpret the kindergarten mathematical activity case from the visual angle of social constructivism theory and by dint of qualitative research method. By means of field survey, interview, literature collection and questionnaire, the article delves into creating real situation to help the child to construct his mathematical concept, and answer several questions as well, such as a child making intercourse with others and teachers and the role of a teacher in mathematical study.
Based on the discussion, the author offers some suggestions as follow: 1) In addition to helping them to operate themselves, we should give the children some real situation and backgrounds in the kindergarten mathematical activities. 2) In addition to helping the children to develop their skills of raising question, we should encourage them to communicate and construct with others in the kindergarten mathematical activities. 3) Although arithmetic is difficult for children, the teachers should realize that it's possible to obtain such mathematical knowledge and skill with some situation and your help. The teacher should be neither a departure from mathematical concept nor a departure from children, but an optimistic co-constructor.
引文
1．莱斯利·P·斯特福、杰里·盖尔主编，高文等译：《教育中的建构主义》 华东师范大学出版社 2002年9月
2．美国温特贝尔特大学认知与技术小组著，王文静、乔连全等译：《美国课程与教学案例透视——贾斯珀系列》 华东师范大学出版社 2002年9月
3．王坦著：《合作学习的理念与实施》 中国人事出版社 2002年7月
4．陈向明著：《质的研究方法与社会科学研究》 教育科学出版社 2000年1月
5．陈桂生主编：《到中小学去研究教育——“教育行动研究”的尝试》 华东师范大学出版社 2000年10月
6．张奠宙著：《数学素质教育设计》 江苏教育出版社(第一版)
7．C．M．Charles著，张莉莉等译：《教育研究导论》 中国轻工业出版社 2003年4月
8．丁怀宇：抛锚式教学设计 《江苏教育研究》 2000．3
9．朱家雄等：对面向未来的早期儿童教育的思考 《幼儿教育》 2003．1
10．熊哲宏、李其维：论儿童的文化发展与个体发展的统一 《华东师范大学学报》 2002．3
11．高文：维果茨基心理发展理论与社会建构主义 《外国教育资料》 1999．4
12．郭裕建：“学与教”的社会建构主义观点述评 《心理科学》 2002．1
13．赵蒙成：建构主义的教学方法评析 《外国教育研究》 2002．9
14．李建华：社会建构主义数学哲学与数学教育哲学及其教育图景 《外国教育资料》 2000．5
15．[德]埃瓦尔德·特尔哈特著 张桂春译：建构主义与教学 《外国教育资料》2000．3
16．裴新宁：“学习者共同体”的教学设计与研究 《全球教育展望》 2001．3
17．王文静：社会建构主义研究 《全球教育展望》 2001．10
18．齐学红：教学过程中知识的社会建构——一种知识社会学的观点《南京师大
学报(社会科学版)》2003．1
19．张金梅：什么知识最有价值?——当代中国幼儿教育主流知识观的嬗变《南京师大学报(社会科学版)》2002．3
20．裴新宁：社会建构论及其教育意义 《全球教育展望》2001．10
21．刑怀滨，陈凡：社会建构论的思想演变及其本质意含 《科学技术与辨证法》2002．10
22．涂荣豹：数学建构主义学习的实质及其主要特征 《数学教育学报》1999．11
23．王长沛：绿色的数学教育——“建构观与数学教学” 《数学通报》1999．1
24．李亚玲：建构观下的课堂数学交流 《数学通报》2001．12
25．王文静：情景认知与学习理论研究述评 《全球教育展望》2002．1
26．贺寨平：哈贝马斯的交往行为理论述评 《山西师大学报(社会科学版)》2000．2
27．刘庆昌：对话教学初论 《教育研究》 2001．11
28．傅维利、王维荣：关于行为主义与建构主义教学观及师生角色观的比较与评价 《比较教育研究》 2000．6
29．钟启泉：社会建构主义：在对话与合作中学习 《上海教育》 2001．2
30．徐斌艳：极端建构主义意义下的数学教育 《外国教育资料》 2000．3
1. Paul Ernest: Social Constructivism as a Philosophy of Mathematics Albang, New york:SUNY Press,1998
2. Alexander Liebrucks: The Concept of Social Construction ,Theory & Psycholigy Volume 11 ,No. 3,2001
3. Martin Dougiamas: A Journey into Constructivism (From Internet)
4. David Jonassen:Designing Constructivist Learning Environments, ICCE 98 proceeding
5. Bredekamp,S,& Copple,C: Developermentally Appropriate Practice in Early Childhood Programs, Washington,DC:NAEYC, 1997
6. Constance Kamii:《Number in Preschool and Kindergarten》1982
7. Constance Kamii and Rheta DeVries:《Group Games in Early Education》1980
8. Juanita V. Copley:《The Young Child and Mathematics》National Association for the Education of Young Children,2000
9. JoAnne W.Putnam,Ph.D: 《Cooperative Learning and Strategies for Inclusion》Paul H.Brookes Publishing Co,Inc. 1993
10. Jaipaul L. Roopnarine, James E. Johnson :《Approaches to Early Childhood Education》 Thild Edition
11. David.Hanlon:How Should Mathematics be Taught in the Early Children (From Internet)
12. Deborah J.Cassidy, Sharon Mims,Lia Rucker, and Sheresa Boone:Emergent Curriculum and Kindergarten Readiness, 《Childhood Education》 Summer2003 Vol.79,No.4
13. Violet H.Harada,Debora Lum,and Kathy Souza:Building a Learning Community——Student and Adults As Inquirers,《Childhood Education》 Winter 2002/03 Vol.79,No.2
14. Ginsburg H.et al.:Happy Birthday to You: Early Mathematical Thinking of Asian, South American, and U.S. Children, in T. Nunes and P. Bryent (Eds), Leaning and Teaching Mathematics:An International Perspective, East Susex, England,1997
15. Ginsburg H.et al.:Young Children Doing Mathematics: Observations of Everyday Activities, in Copley J. (Eds) Mathematics in the Early Years, National Council of Teachers of Mathematics Reston, Virginia and National Association for the Education of Young Children Washingtin,D.C.,2002
16. Pdchards,J.(1991):Mathematical discussion. In Von Glasersfeld: 《Radical Constructivism in Mathematics Education》 .Dordrecht u. a .:Lluwer
2．美国温特贝尔特大学认知与技术小组著，王文静、乔连全等译：《美国课程与教学案例透视——贾斯珀系列》 华东师范大学出版社 2002年9月
3．王坦著：《合作学习的理念与实施》 中国人事出版社 2002年7月
4．陈向明著：《质的研究方法与社会科学研究》 教育科学出版社 2000年1月
5．陈桂生主编：《到中小学去研究教育——“教育行动研究”的尝试》 华东师范大学出版社 2000年10月
6．张奠宙著：《数学素质教育设计》 江苏教育出版社(第一版)
7．C．M．Charles著，张莉莉等译：《教育研究导论》 中国轻工业出版社 2003年4月
8．丁怀宇：抛锚式教学设计 《江苏教育研究》 2000．3
9．朱家雄等：对面向未来的早期儿童教育的思考 《幼儿教育》 2003．1
10．熊哲宏、李其维：论儿童的文化发展与个体发展的统一 《华东师范大学学报》 2002．3
11．高文：维果茨基心理发展理论与社会建构主义 《外国教育资料》 1999．4
12．郭裕建：“学与教”的社会建构主义观点述评 《心理科学》 2002．1
13．赵蒙成：建构主义的教学方法评析 《外国教育研究》 2002．9
14．李建华：社会建构主义数学哲学与数学教育哲学及其教育图景 《外国教育资料》 2000．5
15．[德]埃瓦尔德·特尔哈特著 张桂春译：建构主义与教学 《外国教育资料》2000．3
16．裴新宁：“学习者共同体”的教学设计与研究 《全球教育展望》 2001．3
17．王文静：社会建构主义研究 《全球教育展望》 2001．10
18．齐学红：教学过程中知识的社会建构——一种知识社会学的观点《南京师大
学报(社会科学版)》2003．1
19．张金梅：什么知识最有价值?——当代中国幼儿教育主流知识观的嬗变《南京师大学报(社会科学版)》2002．3
20．裴新宁：社会建构论及其教育意义 《全球教育展望》2001．10
21．刑怀滨，陈凡：社会建构论的思想演变及其本质意含 《科学技术与辨证法》2002．10
22．涂荣豹：数学建构主义学习的实质及其主要特征 《数学教育学报》1999．11
23．王长沛：绿色的数学教育——“建构观与数学教学” 《数学通报》1999．1
24．李亚玲：建构观下的课堂数学交流 《数学通报》2001．12
25．王文静：情景认知与学习理论研究述评 《全球教育展望》2002．1
26．贺寨平：哈贝马斯的交往行为理论述评 《山西师大学报(社会科学版)》2000．2
27．刘庆昌：对话教学初论 《教育研究》 2001．11
28．傅维利、王维荣：关于行为主义与建构主义教学观及师生角色观的比较与评价 《比较教育研究》 2000．6
29．钟启泉：社会建构主义：在对话与合作中学习 《上海教育》 2001．2
30．徐斌艳：极端建构主义意义下的数学教育 《外国教育资料》 2000．3
1. Paul Ernest: Social Constructivism as a Philosophy of Mathematics Albang, New york:SUNY Press,1998
2. Alexander Liebrucks: The Concept of Social Construction ,Theory & Psycholigy Volume 11 ,No. 3,2001
3. Martin Dougiamas: A Journey into Constructivism (From Internet)
4. David Jonassen:Designing Constructivist Learning Environments, ICCE 98 proceeding
5. Bredekamp,S,& Copple,C: Developermentally Appropriate Practice in Early Childhood Programs, Washington,DC:NAEYC, 1997
6. Constance Kamii:《Number in Preschool and Kindergarten》1982
7. Constance Kamii and Rheta DeVries:《Group Games in Early Education》1980
8. Juanita V. Copley:《The Young Child and Mathematics》National Association for the Education of Young Children,2000
9. JoAnne W.Putnam,Ph.D: 《Cooperative Learning and Strategies for Inclusion》Paul H.Brookes Publishing Co,Inc. 1993
10. Jaipaul L. Roopnarine, James E. Johnson :《Approaches to Early Childhood Education》 Thild Edition
11. David.Hanlon:How Should Mathematics be Taught in the Early Children (From Internet)
12. Deborah J.Cassidy, Sharon Mims,Lia Rucker, and Sheresa Boone:Emergent Curriculum and Kindergarten Readiness, 《Childhood Education》 Summer2003 Vol.79,No.4
13. Violet H.Harada,Debora Lum,and Kathy Souza:Building a Learning Community——Student and Adults As Inquirers,《Childhood Education》 Winter 2002/03 Vol.79,No.2
14. Ginsburg H.et al.:Happy Birthday to You: Early Mathematical Thinking of Asian, South American, and U.S. Children, in T. Nunes and P. Bryent (Eds), Leaning and Teaching Mathematics:An International Perspective, East Susex, England,1997
15. Ginsburg H.et al.:Young Children Doing Mathematics: Observations of Everyday Activities, in Copley J. (Eds) Mathematics in the Early Years, National Council of Teachers of Mathematics Reston, Virginia and National Association for the Education of Young Children Washingtin,D.C.,2002
16. Pdchards,J.(1991):Mathematical discussion. In Von Glasersfeld: 《Radical Constructivism in Mathematics Education》 .Dordrecht u. a .:Lluwer