大班数学学习困难儿童数学操作游戏干预的研究  

A Case Study of Mathematical Game Intervention for 5-6 year-old Children with Mathematical Learning Difficulty

作　　者：李正清[1] 周欣[2] 田丽丽[2] 康丹[3] 徐晶晶 

机构地区：[1]丹佛大学,丹佛80208 [2]华东师范大学教育学部,上海200062 [3]湖南师范大学教育科学学院,长沙410006 [4]上海市浦南幼儿园,上海200120

出　　处：《幼儿教育（教育科学）》2015年第10期24-29,共6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,项目批准号:11YJAZH130

摘　　要：本研究通过数学操作游戏对两名大班数学学习困难儿童关于“阿拉伯数字系统”的掌握以及“数的部分与整体关系”的理解进行干预。结果表明，干预后被试儿童这两方面的数学能力均有不同程度的提高。研究提示我们，完善“数字系统”——积累“数的分合”经验——发现“数的分合”规律——运用“数的分合”知识，可能是一条对早期数学学习困难儿童进行干预的有效途径。This research engaged two 5-6 year-old children with mathematical learning difficulties to explore the effects of mathematical game intervention on number skills of ＂number words＂ and ＂part-whole relationship＂. After the intervention, children＇ s number skills were enhanced more or less. It suggests that the intervention trajectory including perfecting number words, accumulating number experience of separation and reunion, discovering number nile of separation and reunion, apply- ing number knowledge of separation and reunion, might be effective to help MLD children＇ s understanding of ＂part-whole relationship＂.

关 键 词：早期数学学习困难儿童 游戏干预 个案 

分 类 号：G610[文化科学—学前教育学]