儿童早期测量能力的发展  

The Development of Children's Early Measurement Abilities

作　　者：张华[1] 庞丽娟[2] 韩小雨[2] 陶沙[3] 董奇[3] 

机构地区：[1]人民教育出版社,北京100081 [2]北京师范大学教育学院,北京100875 [3]北京师范大学认知神经科学与学习研究所,北京100875

出　　处：《心理发展与教育》2006年第4期8-11,共4页Psychological Development and Education

基　　金：攀登项目(95-专-05)资助

摘　　要：测量能力是儿童早期数学认知能力的一个重要方面，其中直接比较和非标准测量能力作为儿童早期测量能力发展的主要形式，在一定程度上代表着儿童早期测量能力的发展。本研究对92名3岁儿童的测量能力进行了为期一年的追踪研究，结果发现：（1）在3～4岁期间，儿童直接比较测量能力和非标准测量能力均得到显著发展，但直接比较测量能力的水平提高得更快；（2）儿童直接比较测量能力的年龄主效应、任务主效应以及年龄和任务的交互效应显著；（3）儿童非标准测量能力的年龄主效应和任务主效应均达到显著水平，非标准测量单位应用能力的水平显著高于非标准测量单位形成能力的水平。Direct comparison and nonstandard nleasurement are two important components of measurement in early childhood. This study was to examine the characteristics of children＇ s early measurement abilities with longitudinal design. 92 3-year-old children participated in the longitudinal investigation. The results indicated：（1） both direct comparison measurement and nonstandard measurement increased rapidly, but the progress of nonstandard measurement was slower than that of direct comparison measurement; （2） the main effects of age and direct measurement＇ s tasks and the interaction effect of them were significant, furthermore, the analyses of post hoe showed that the developmental level of weight comparison was lower than that of scale and length comparison; （3） the main effects of age and nonstandard measurement＇s task were significant, and the ability of measurement with a nonstandard unit was higher than the creation of nonstandard unit.

关 键 词：直接比较测量能力 非标准测量能力 非标准测量单位 儿童早期测量能力 数学认知能力 

分 类 号：B844.12[哲学宗教—发展与教育心理学]