摘要
设计了四组试验项目,每组3或5个难度不同的项目,在掩盖操作和不掩盖操作条件下分别检查儿童数、长度、面积、体积等概念的稳定性。全国13个地区每地区以“临床法”个别试验4—6岁儿童每年龄组30人,或7—11岁儿童每年龄组20—30人。总的结果初步表明:儿童数学概念的稳定性随年龄而发展,表现于解答课题的成绩和解答过程的认知水平两个方面。数学概念稳定性的发展因课题的类型和难易而异其先后。数学稳定性在不掩盖操作条件下表现高于在掩盖操作条件下。在不掩盖操作演示的启发下,掩盖操作条件下的成绩有提高。这两者都是在相应数学概念正处于发展中的阶段比较明显。在文化条件相等的情况下未发现儿童数学概念稳定性的民族差异和性别差异。儿童数学概念稳定性发展的顺序似乎是数、长度、面积、体积。作者认为,数学概念从不稳定到稳定有一个发展过程;稳定性本身不是绝对的,而是有条件的,并非出现于特定的年龄。
Four sets each consisting of 3 or 5 test-items of different difficultieswere composed. to examine the stability of children’s concepts of number,length, area and volume respectively, under both a screened-operation conditionand an unscreened-operation condition. In each of 13 districts throughout thecountry, 3-6-yr olds, with 30 Ss in each age-group, or 7-1l-yr olds, with20-30 Ss in each age-group, were examined individually with the "clinicalmethod". As the general results preliminarily suggest: The stability of children’sconcepts in mathematics, manifesting both in their performances of the examinationand in their cognitive levels of resolving processes, develops with the increaseof age. The stability of one kind of mathematical concepts may emerge earlieror later, depending on the kind and difficulty of test-problems used. Underthe unscreened-operation condition the stability of concepts is higher than thatunder the screened-operation condition. The performance under the screened-operation con-dition may be promoted by the demonstration or enlightenment ofuncreened-operation. Both these two events are more significant during thedeveloping period of concepts. No nationality-or sex-differences are found betweenchildren on the same culture-background. And the stability of concepts seems todevelop in an order of number, length, area and volume. According to theauthors, there exists a developmental process of the concepts from unstableto stable, and stability per se is not absolute, but conditional, it is by nomeans fixed to occur at a certain year of chronological age.
出处
《心理学报》
1982年第3期272-284,共13页
Acta Psychologica Sinica
