运用多元表征教学策略促进大班幼儿模式能力发展的行动研究

An Action Research on Promoting the Development of 5～6-year-old Children’s Pattern Ability Using Multi-dimensional Teaching Strategies

模式能力是幼儿形成逻辑思维的重要前提,对幼儿以后的数学学习和发展有着深远影响。为了提高幼儿的模式能力,本研究采用行动研究范式,运用多元表征的教学策略对实验班和对照班幼儿各30名进行为期4个月的干预,结果发现在行动研究结束后,实验班幼儿的模式能力在量和质两个方面都获得了提升。就量的方面来说,实验班幼儿的模式能力在前后测及与对照班的对比中都有明显提升。就质的方面来说,实验班幼儿更加胜任模式的创造和转换任务,能够把模式概念运用于日常生活中,并且乐于开展模式活动。参与行动研究的教师对多元表征教学策略不再'抵触',运用多元表征教学策略的能力得到了提高。合理的干预方案和研究小组成员的协作是行动研究富有成效的关键因素。教师在数学教学中应善于帮助幼儿理解数学关系,鼓励幼儿选择多种方式进行表征,并在日常生活中注重对幼儿多元表征意识的培养。

Pattern ability is an important mathematical ability in early childhood.It is an important prerequisite for children to form logical thinking,and it lays a good foundation for children’s future mathematics learning and development.This study adopted an action research paradigm,and used multi-representational teaching strategies to intervene in experimental classes of young children(30).The action research lasted for four months.The scope of intervention included group activities and regional activities.The researchers performed a group activity once a week,with four rounds of activity and a total of three rounds(12 collective activities).After one semester of intervention,we examined the children’s pattern ability before and after(60)to explore the influence of multi-representation teaching strategies on the development of children’s model ability,and analyze the effectiveness of multi-dimensional representation teaching strategies.The study found that:after the three rounds of ac tion studies were completed,the children’s pattern ability improved both quantitatively and qualitatively.In terms of quantity,children’s pattern ability in the experimental class has improved significantly,both in comparisons of children before and after the test,or in comparison with the control class.In terms of quality,the children of the experimental class are more competent in the creation and transformation of the pattern,and they can apply the concept of the pattern to life;the teachers of the experimental class no longer'contradict'the multi-representation teaching strategy,and the ability has been improved.In addition,the study also discussed the reason of this action research why was effective,and we believed that reasonable programs and team members’collaboration are key factors for effectiveness.Finally,we proposed educational advices:Help young children understand the relationship between mathematics and choose the appropriate way to represent;Pay attention to the cultivation of children’s multi-representation consciousness in daily life;Children’s process ability should get more attention in practice.