摘要
本研究对五个中班121名儿童在中班末期的数学认知发展水平进行了考察,并与小班儿童的发展水平进行了跟踪比较和分析。结果表明,中班末儿童的数概念、空间知觉、分类、排序等数学认知能力较小班末取得了显著的进步;儿童的数概念与排序能力之间有极其显著的正相关;儿童在实物加减运算上的正确率有明显提高,但在运算策略上变化不大,多数儿童仍以实物计数为主要策略。
The researcher studied the mathematic cognitive development of 121 children in 5 middle classes and made a comparison with that of the low-class. The results indicate that compared with the latter the former show remarkable progress in mathematic cognition such as numeral notion,space perception,classification and order-sorting and they show improvement in doing object addition and subtraction but there’s no great change in calculating strategies with most children still adopting object counting as the chief strategy.
出处
《幼儿教育（教育科学）》
2008年第5期43-45,51,共4页
Early Childhood Education(Educational Sciences)
基金
“幼儿园综合课程中的数学教育”课题的研究成果之一,该课题其他研究成果刊登在2008年第5期《幼儿教育(教育教学)》
关键词
中班儿童
数学认知
幼儿园数学教育
综合课程
middle-class children
mathematic cognition
kindergarten math education
integrated curriculum
