智力障碍儿童对数字符号辨认与理解的发展研究  

Research on Recognition and Understanding of Numerical Symbols by Children with Intellectual Disabilities

作　　者：樊静 柳笛[2] 

机构地区：[1]上海市嘉定区成佳学校,上海201800 [2]华东师范大学学前教育与特殊教育学院,上海200062

出　　处：《绥化学院学报》2015年第4期52-56,共5页Journal of Suihua University

基　　金：上海市浦江人才计划(12PJC032);上海市教育科学研究项目(B13014);上海市哲学社会科学规划课题(2013JJY003)的资助

摘　　要：本研究对105名智力障碍儿童进行数字符号辨认、实物-符号以及符号-实物测查,考察儿童对数字符号的辨认与理解能力的发展特点。结果表明:智力障碍儿童对数字符号的辨认能力优于理解能力;对数字符号的辨认能力随着学段的升高而逐渐增强;对数字符号的理解能力在中年级迅速发展,到高年级时趋于稳定。105 children with intellectual disabilities were individually tested to examine the development characteristics of the recognition and understanding of numerical symbols. The result indicated that children＇s performance on recognizing numerical symbols was better than their performance on understanding numerical symbols. The performance of recognition of numerical symbols enhanced with grade. The middle grade was a period of rapid development of understanding of numerical symbols, while the high grade is a stable period.

关 键 词：智力障碍儿童 数符号 辨认能力 理解能力 

分 类 号：G764[文化科学—特殊教育学]