对一位大班数学学习困难儿童的个案研究——重点考察幼儿园和家庭环境中的负面因素

A Case Study of a 6-year-old Child with Maths Learning Difficulties: An Investigation of Negative Factors in Kindergarten and Family Environment

目前关于数学学习困难儿童的研究大多关注其行为表现和认知特征，较少涉及其生活环境中的负面因素。本研究以一名大班数学学〉-7困难儿童为研究对象，通过对儿童本人及老师、父母和同伴的访谈以及对儿童日常活动的观察，对其生活环境中的负面因素进行分析．为认识早期数学学习困难儿童的发生、形成和持续的原因提供了一个生态视角。研究结果表明，数学学习困难儿童在师幼交互、同伴友谊、家庭环境、父母教育方法、亲子关系等诸多方面有负面经历．而这些经历直接或间接地影响了儿童的数学学习。

Most researchers of children with maths learning difficulties （MLD） pay attention to children＇s behavior performance and cognitive characteristics, but rarely take the negative factors of environment into consideration. By interviewing a 6-year-old child with MLD, her teachers, parents and classmates, and observing the child＇s behavior in daily life, this study analyzed the negative environmental factors of the child＇s kindergarten and family. The results show that children with MLD have negative experiences in the interaction between teachers and students, peer friendship, family environment, parents＇ way of education and relationship with family. Those negative experiences, directly or indirectly, produce impact on their maths learning.