教师对幼儿数数行为的观察、评定和回应的个案分析

A Case Analysis of Teacher’s Observation, Judgment and Response to Children’s Counting Behavior

本研究考察和分析了幼儿园教师对幼儿数数行为的观察、评定和回应的情况。9名教师和18名小班幼儿参加了研究。在观察了幼儿完成说出总数、按数取物和集合复制的数学任务以后．教师对幼儿的数数技能进行了评价并提出了相应的教育建议。结果表明，教师对幼儿数数技能的评价大多是笼统的好与不好。缺乏进一步深入分析其数学学习和发展特点的能力．因而在根据幼儿的表现提出个性化的教育建议时感到困难。教师倾向于泛泛地从途径和方法，而不是根据幼儿数概念的形成所需要的帮助来提出相应的教育建议。

This study investigated and analyzed teacher＇s observation, judgment of and response to children＇s counting behavior and 9 teachers and 18 children in junior class participated in the study. After observing children＇s performance in tasks such as How Many, Give Me a Number and Set Duplication, the teacher judged children＇s counting skills and proposed corresponding teaching suggestions. The results indicated that the teacher＇s judgment was generally an evaluation of overall good or bad, they were not able to further analyze children＇s math learning and development features. Therefore, they had difficulty in proposing appropriate supporting activities. They were likely to propose general strategies instead of specific help based on the analysis of composition of children＇s counting skills.