学前儿童“三阶梯”数学教学法及应用  

Preschool Children's Three-Step Mathematics Teaching Method for and its Practical Use

作　　者：滕秀芹[1] 

机构地区：[1]齐鲁师范学院教育系,山东济南250013

出　　处：《齐鲁师范学院学报》2011年第3期70-74,共5页Journal of Qilu Normal University

摘　　要：学前儿童"三阶梯"数学教学法,指在数学教学过程中,教师根据学前儿童认知发展的三个阶段和思维发展的三级水平,有目的、有计划地引导其认知能力由低级向高级、由外部向内部、由感知运动阶段向形象表象阶段达至词语概念阶段的递进式发展的教学方法。此方法符合学前儿童认知发展的由易到难、循序渐进和螺旋式上升的规律,是发展学前儿童思维结构、促进其数学思维能力发展的有效策略。其理论依据主要是认知发展理论和信息加工理论。Preschool Children＇s Three-step mathematics teaching method means teachers,according to babies＇ three-stage cognition development and three-level thinking development,lead babies＇cognition ability and intelligence level to higher level by planning aimly,from action level to representation level till conception level.This method obeys the principle of step by step and spiral rising theory,which can develop babies＇thinking structure and promote their thinking ability.Its theory base is cognitive development theory and information processing theory.

关 键 词：学前儿童 三阶梯数学教学法 案例 

分 类 号：G612[文化科学—学前教育学]