不同任务呈现方式下幼儿加减能力的发展

Development of Young Children’s Skills in Solving Calculation Problems of Different Types

加减能力是个体数学认知结构中最为核心的能力之一。本研究采用纵向研究设计,通过个别测查,运用实物题、口头文字题和符号计算题三种不同呈现方式的任务,考察99名大班幼儿在不同任务呈现方式下加减能力发展的共同性与差异性。结果表明,幼儿6岁时的加减能力比5岁时有显著提高;在5～6岁期间,幼儿解决三种不同呈现方式加减问题能力的发展速度不同,符号加减题的解决能力发展最快。幼儿园数学教育应改变以往过于注重技能训练与口诀背诵的教法,而更为重视幼儿数概念的形成与数学思维能力的发展。

Skills in solving calculation problems are the key part of one＇s math cognitive structure. The study took research on 99 children＇s such skills＇ development from 5 years old to 6 years old in three different math task formats including problems involved with objects, stories and number-facts. The results showed that children＇s skills have improved greatly during 5 to 6 years old, especially in solving problems involved with number-facts. Kindergarten math education should pay more attention to children＇s development in math concepts and cognitive structure.