幼儿加减法运算中的策略发展特点  

The Developmental Characteristics of Preschoolers' Addition-subtraction Cognitive Strategies

作　　者：陈英和[1] 李琳[2] 尹称心[1] 

机构地区：[1]北京师范大学发展心理研究所,北京100875 [2]北京师范大学实验幼儿园,北京100875

出　　处：《心理科学》2006年第3期532-535,共4页Journal of Psychological Science

基　　金：国家自然科学基金项目(30270475);教育部人文社会科学重点学科基地项目(02JAZJDXLX002);北京市教育科学"十五"规划项目

摘　　要：本研究随机选取北京市三所普通幼儿园小、中、大班儿童共90名,采用实物操作的非言语任务,考察3-5岁幼儿在加减法运算中的策略发展特点。结果表明:随着年龄的增长,儿童使用的策略由模仿、交换向内化、相反数策略转化;3、4岁幼儿在相反数题中,更多使用模仿和交换策略,而5岁幼儿更多使用模仿、相反数策略;在标准型题中,儿童一般较多使用模仿和内化策略;最大表征对儿童策略选择存在影响。This study examined the developmental characteristics of strategics of 90 preschoolers＇ arithmetic calculations presented in a nonverbal form. The results indicated that with the growth of the children, the strategies children used transformed from the imitation strategy and exchange strategy to the covert strategy and inversion strategy. In inversion problems, children often selected the inversion strategy and exchange strategy; in standard problems, more children used the imitation strategy and covert strategy. The representational set size lind influence on preschoolers＇ strategy choice.

关 键 词：幼儿 加减法 策略发展特点 

分 类 号：B842.3[哲学宗教—基础心理学]