六、七岁兒童数概念广度的实驗研究

AN INVESTIGATION INTO THE SCOPE OF THE CONCEPTION OF NUMBERS AMONG 6—7 YEAROLD CHILDREN

目前我国小学教育工作中心任务之一乃是提高教学貭量。算术課程是小学的主要科目之一,一般說来,是儿童比較难于掌握的学习內容。而数概念的狹隘往往是学习算术中造成困难的主要原因。例如,編制1959年出版的小学一年級算术課本就曾提出100以內数概念能否为6、7岁的儿童所理解的問題。因此,对儿童掌握数概念的过程的研究。

This piece of research tried to discover the scope of 6 to 7 year old children’s, grasp of the conception of numbers in order to make suggestions for the complication of ist. year primary school arithmetic textbooks.84 1st year primary school and top class infant school children took part in. this experiment, the content of which had two partS:. 1) to discover the scope of the conception of numbers among 6 to 7 year olds; and 2) on the basis of this to make training experiment. The following results were noticed: in grasping the conception of less than 100, the children recognize the cardinal numbers, the ordinal numbers, understand their real significance and do calculations. These four aspects vary in the course of development. The grasp of the first aspect, far exceeding that of the other three. Children’s astimate of the quantity of objects are greatly influenced by the spatial arrangement of the given objects, but training (by means of the regulative effect of generalized verbal words) may alter the effect of spatial influence.Going by the results of this experiment, it is believed that: 1) the children’s conception of numbers should be based upon the child’s understanding of the real significance of numbers; 2) the child’s conceptions of numbers depends on education circumstances contrary to the resialt by the bourgeois scholar Piaget that "children’s conception of numbers is completely determined by age". Teaching can play a part in bringing a child forward; 3) the role of verbal words also has a certain influence in forming the child’s conception of numbers.