汉语学前儿童和大学生手指数数习惯研究  

A Study of Finger Counting Habits in Chinese Children and University Students

作　　者：夏琼[1] 余艳玲[1,2] 赵方菲 

机构地区：[1]浙江师范大学杭州幼儿师范学院,杭州310012 [2]浙江临安昌化中心幼儿园,杭州311321 [3]浙江义乌稠州幼儿园,金华322000

出　　处：《幼儿教育（教育科学）》2015年第7期70-76,共7页Early Childhood Education(Educational Sciences)

基　　金：教育部人文社会科学研究规划基金项目“学龄前儿童身体动作的游戏设计及效果评估”(项目批准号:14YJA890021);浙江省教育厅人文社会科学项目“幼儿动画观看中字幕阅读的眼动研究”(项目批准号:Y201431930)的研究成果之一

摘　　要：本研究考察了汉语学前儿童和大学生的手指数数习惯。结果发现：学前儿童与大学生用双手手指数1～10时，在起始手指和起始手偏好上没有显著差异，都偏好从拇指开始数，左右手没有显著偏好差异。在两手转换方式上，大学生比学前儿童更偏好解剖学对称转换方式。手指数数习惯受手掌朝向影响，但与左右利手和视觉线索关系不大。研究者据此分析了对普通儿童和有特殊需要儿童的教育启示。This paper studies the finger counting habits in Chinese children and university students. The results show that there is no significant difference between children and university students in the hand and finger starting preferences. Both of them prefer to start counting with their thumb and show equal proportions in two hands. There are more symmetry-based patterns among university students in the transition between the two hands during counting. Finger counting habits are influenced by the facing of the palms, not much by handedness or the cue of vision. The authors put forward some suggestions for ordinarv children and children with special needs.

关 键 词：手指数数 心理数字线 文化差异 手掌朝向 视觉线索 

分 类 号：G610[文化科学—学前教育学]