3、4岁儿童数数的规则及其策略运用的研究  

3～4-year-old Children's Counting: Principles and Strategies

作　　者：张华[1] 庞丽娟[2] 董奇[3] 陈瑶[3] 

机构地区：[1]课程教材研究所,北京100009 [2]北京师范大学教育学院,北京100875 [3]北京师范大学心理学院,北京100875

出　　处：《心理科学》2004年第6期1333-1336,共4页Journal of Psychological Science

基　　金：国家攀登项目(95-专-09)的资助。

摘　　要：数数能力是儿童用于建构其数学知识系统的重要工具 ,是儿童早期获得的最基本的数认知能力之一。本研究以 2 34名3、4岁儿童为被试 ,采用个别测查法对儿童数数的规则及其策略运用进行了考察。研究发现 :(1 )随着数列数目的增大 ,3、4岁儿童数数精确性呈下降趋势 ,但 4岁儿童在各项任务上的数数精确性显著高于 3岁儿童 ;(2 ) 3、4岁儿童在数 7、1 0、1 5、30任务上的错误表现有显著差别 ;(3) 3、4岁儿童数数策略运用存在显著差别 ,协方差分析显示 ,策略使用在数 7和数 1 0任务上具有显著效应。Counting, a basic mathematical cognition, is an important tool that builds on t h e early mathematical knowledge. This study was to examine the children's countin g principles and strategies. 234 3～4-year-old children were tested by standar d p rocedures. The results were that: (1) The counting accuracy of 4-year-old chil dren wa s higher than 3-year-old children's, but the larger the sets, the lower t he counting accuracy; (2) significant difference of counting errors existed be tween 3 and 4 years old children in counting 7, counting 10, counting 15 and cou nting 30; (3) significant difference of counting strategies was found in 3 and 4 years old children, and the effect of counting strategies was also si gnificant on counting 7 and counting 10 after age as a covariate was controlled statistically.

关 键 词：3岁 4岁 儿童 数数规则 数数策略 精确性 数列数目 协方差分析 数学知识 

分 类 号：B842[哲学宗教—基础心理学]