大班数学学习困难儿童的个案干预研究  

A Case Study of Intervention on Children’s Mathematics Learning Disability

作　　者：李正清[1] 周欣[1] 康丹[1] 田丽丽[1] 吕雪[1] 程阳春[1] 徐晶晶[1] 

机构地区：[1]华东师范大学学前教育与特殊教育学院

出　　处：《幼儿教育（教育科学）》2013年第7期10-16,共7页Early Childhood Education(Educational Sciences)

基　　金：教育部人文社会科学基金一般项目“儿童早期数学学习困难的诊断与干预研究”的研究成果之一,项目编号:11YJAZH130

摘　　要：研究者以数学操作游戏为方法对一位大班数学学习困难儿童进行了干预，同时辅以自我觉错能力的训练。结果表明，干预和训练后该儿童的数数、运算、书面符号表征及理解等能力均有不同程度的提高。由研究结果可知，以数学操作游戏为方法进行个别化干预同时辅以自我觉错训练．是一条提高数学学习困难儿童数学能力的有效途径。The authors intervened on a child with mathematics learning disability using mathematics operation games and self error awareness training. The results show that this child, after intervention and training, has made some progress in counting, calculating, representing and understanding of written number symbols. The result also indicates that individualized intervention by mathematics operation games combined with self error awareness training could be an effective method to improve mathematics ability of children with mathematics learning disability.

关 键 词：早期数学学习困难 游戏操作 自我觉错 个别干预 

分 类 号：G612[文化科学—学前教育学]