大班儿童数学认知的发展  

On Development of 6-year-old Children’s Mathematical Cognition

作　　者：周欣[1] 黄瑾[1] 赵振国[1] 杨宗华 

机构地区：[1]华东师范大学学前教育系,上海200062 [2]上海长宁教育学院,上海200050

出　　处：《幼儿教育（教育科学）》2009年第11期35-39,共5页Early Childhood Education(Educational Sciences)

基　　金：上海市哲学社会科学规划课题“3~6岁儿童认知领域学习与发展标准研究”的研究成果之一,课题编号:2006BJY005

摘　　要：本研究对两所幼儿园六个班级的149名儿童在大班末期的数学认知发展水平进行了跟踪考察。结果表明：（1）与中班时相比，大班末儿童的数数策略、数符号表征以及加减运算能力得到了较好的发展，而数量守恒概念和估算能力仍在发展之中；儿童的空间概念、分类能力和排序能力也取得了显著的进步。（2）儿童的几种数学认知能力之间存在显著的正相关。（3）大班末儿童的数学认知发展不存在性别差异，但存在园所差异。（4）回归分析结果表明，家庭学习环境和儿童入园时的数学发展得分是预测大班末儿童数学认知发展水平的两个重要变量。This study examined mathematical cognition of 149 children in 2 kindergartens at end of the kindergarten program. The results indicated that compared with the previous year, these children had made great progress in counting strategies, numerial representation and ability of addition and subtraction as well as spatial concept, classification and sorting ability while their number conservation concept and estimation ability are still under development. There was a significant positive correlation between children＇s mathematical cognitive abilities. There was no gender difference in these children＇s mathematical cognition, but differences exist between kindergartens. And regressive analysis indicated that home learning environment and children＇s math score at the start of ECE program are two significant predictors for children＇s mathematical achievement at the end of the program.

关 键 词：大班儿童 数学认知发展 数概念 幼儿园数学教育 家庭学习环境 

分 类 号：G610[文化科学—学前教育学]