中重度智障儿童若干数前概念发展研究  

The research of pre-number concept development in moderately severe retarded children

作　　者：申承林[1,2] 王志超 游旭群 SHEN Chenglin;WANG Zhichao;YOU Xuqun(School of Education,Shanxi Normal University,Xi＇an 710062;School of Psychology,South China Normal University,Guangzhou 510631;School of Psychology,Shanxi Normal University,X i’an 710062;Shunde Special Education School,Foshan 528300)

机构地区：[1]陕西师范大学教育学院,西安710062 [2]广东省佛山市顺德区启智学校,佛山528300 [3]华南师范大学心理学院,广州510623 [4]陕西师范大学心理学院,西安710062

出　　处：《心理研究》2018年第4期358-363,共6页Psychological Research

摘　　要：对45名8~17岁中重度智力障碍儿童进行数前概念实验和数字等数概念实验。结果表明:(1)从总体上来说,不同年龄段中重度智障儿童的数前概念和数概念成绩无显著差异;(2)在"大小"概念实验任务中,物体面积差值越大,被试成绩越好,且年龄段与物体大小差值的交互作用显著。简单效应分析显示,"长短"概念任务中,长度差值越大,成绩越好;"多少"概念实验任务中,数量差值越大,成绩越好;(3)数前概念"大小"、"多少"、"长短"成绩与数概念成绩两两相关显著。研究发现数概念的建立是中重度智障儿童学习数学的难点,数前概念的掌握是儿童学习数概念的重要前提;在对智障学生进行数前概念及数概念教育过程中,应注重利用物体的外部特征循序渐进地进行教学。In the current study, 45 moderately severe retarded children aged between 8 and 17 years participated the pre-number concept and xx task. Analyses of task outcome revealed that there were no significant differences between pre-number concept and number concepts in children with moderately severe retarded. And in the size concept task, the more difference of the object area, the better the subject performed. There was an interaction effect between age and object number difference. Simple effect analysis revealed that in the length concept task, the more difference of the object length, the better the subject performed, the quantity concept task, the more difference of the object quantity, the better the subject performed. Pre-number concept included the size, length and quantity related outcome of the number concepts pairwise significant. Current study revealed that the formation of the number concepts was the difficult point for the moderately severe retarded children to learn math and master the pre-number concept was the important premise for children to learn number concepts. During the instruction of the pre-number concept and number concepts for the moderately severe retarded children,we should utilize the external characteristic of the object to teach children step by step.

关 键 词：数前概念 数概念 中度智力障碍儿童 重度智力障碍儿童 

分 类 号：G633.6[文化科学—教育学] G764