儿童早期数学问题解决过程、影响因素及评估  

A Review of Researches on Early Childhood Mathematical Problem Solving

作　　者：李莉[1,2] 周欣[1] 

机构地区：[1]华东师范大学教育学部学前教育系,上海200062 [2]郑州师范学院初等教育学院,郑州450044

出　　处：《学前教育研究》2016年第11期38-49,共12页Studies in Early Childhood Education

基　　金：中国基础教育质量监测协同创新中心自主课题(编号:2016-02-004-BZK01);郑州地方高校教育教学改革工程(编号:ZZJG-C7042)

摘　　要：当前国内外对儿童早期数学问题解决过程的研究多集中在问题表征、策略选择和使用、生生互动、师生互动(如合作和交流)等;工作记忆和元认知等一般认知因素、焦虑等非认知因素对儿童数学问题解决具有调节作用;特殊认知因素如数学概念和数学语言与儿童数学问题解决有相互影响作用;儿童早期数学问题解决的评估手段多为应用题,可借鉴表现性评价、认知诊断、情景测验等新的评估技术。总的来说,现有研究成果还较为有限,如考查儿童早期数学问题解决的研究工具较为单一刻板,需要为专业研究者、教师或家长开发观察评估量表和临床访谈等评估方法;缺乏对数学学业成绩与数学问题解决的关系研究和预测研究,缺乏立足生态观的研究,缺乏对学习困难儿童早期数学问题解决的研究。未来儿童早期数学问题解决研究可以关注儿童早期数学问题解决评估工具,开发数学问题情境库,研究数学问题解决与数学成就之间的关系,探索教师和家长如何为儿童数学问题解决提供适宜的支架以及中外儿童早期数学问题解决的差异。The researches of early childhood mathematical problem solving in China and foreign countries since 2000 are reviewed and analyzed in this article. The studies on the process of early childhood mathematical problem solving are more focus on problem representation, strategy selection and use, student-stu dent interaction and teacher-student interaction （such as cooperation and communication）. The general cognitive factors, such as working memory and metacognition, and the non-cognitive factors, such as mathematical anxiety, have a moderate effect on early childhood mathematical problem solving. The special cognitive factors, such as mathematical concepts and mathematical language, have obvious effects on early childhood mathematical problem solving. Most of the assessment tools of early childhood mathematical problem solving are composed of word problems. Performance evaluation, cognitive diagnosis, situational test can be used for reference. The previous researches are limited and still have many weaknesses. The available research tools are simple and rigid, and the methods such as observation rating scale or clinical interview need to be created for professional researchers, teachers or parents. There is short of relationship research and predictive study on mathematical problem solving and mathematical achievement. The study based on the ecological view of early childhood mathematical problem solving, and the research on the problem solving in children of learning difficulties are also limited. Future study should pay more attention to developing assessment tools of early childhood mathematical problem solving, building mathematical problem pool, addressing the relationship between mathematical problem solving and mathematical achievement, exploring how to supply appropriate supports for children, and investigating the differences between Chinese and foreign children when they solve mathematical problems.

关 键 词：数学问题解决 数学学习 发展评估 

分 类 号：G613.4[文化科学—学前教育学]