儿童早期数学能力与学习品质的发展趋势及其关系变化——基于大班与一年级数据的比较

The Development of and Relationship between Children’s Mathematical Ability and Approaches to Learning from Preschool to First Grade

儿童在学前阶段形成的数学能力与学习品质如果能够在进入小学后继续发展,将不仅有助于巩固学前教育的成果,而且能更有效地预测儿童将来的学业成就。本研究以172名幼儿园大班和小学一年级儿童为研究对象,运用经Rasch模型修订的早期数学能力评估工具和自编的学习品质量表,考察儿童从幼儿园大班到小学一年级的数学能力与学习品质的发展情况及其关系,以验证儿童的早期数学能力与学习品质是否在小学获得了持续发展及其关系是否发生了变化。结果发现,儿童的数学能力表现出显著的年级差异,一年级得分显著高于大班;儿童的学习品质没有随其进入小学而增长,相反呈现出下降趋势;学习品质对大班儿童数学能力的预测作用更强,解释率达71%,对一年级儿童数学能力的预测作用有所减弱,解释率仅为45%;学习品质中的自我调控与解释性维度对大班与一年级儿童的数学能力均有预测作用;对于大班儿童来说,学习品质中的独立性与探究性维度是其数学能力的另一重要预测变量;对于一年级儿童而言,其数学能力的另一重要预测变量是学习品质中的积极性与主动性维度。可见,我们非常有必要关注儿童早期数学能力与学习品质在幼小衔接阶段的持续发展,依循儿童数学学习发展轨迹,建构一条清晰的从幼儿园到小学的数学学习与发展之路,同时通过多方协同促进儿童学习品质的养成与发展,坚持小学阶段也要注重儿童学习品质的培养,以积极发挥学习品质对儿童数学学习的支持作用。

The continuous development of mathematical ability and approaches to learning during the period from preschool to first grade is very important to children’s academic achievement at present and in future.172 children from the top class of kindergarten and the first grade of primary school were taken as the research objects in this study.The results showed that there is age difference in early mathematics ability for children from first grade score significantly higher than children from kindergarten.Children’s approaches to learning don’t develop with the growth of grades for children from first grade even show poorer performance than children from kindergarten.Self-control and explanation are the most important predictors for both kindergarten and first-grade children.It’s necessary to understand children’s mathematical learning progress along research-based trajectories and pay attention to the connection of mathematical education in the bridging phase from preschool to first grade,and at the same time cultivate children’s approaches to learning through multi-party cooperation,especially in primary school,so as to give full play to the positive effect of approaches to learning on early mathematical ability.