家长数学教育观念与幼儿数学过程性能力的关系:亲子数学活动的中介作用  

The Relationship Between Parents'Conceptions on Mathematics Education and Young Children's Mathematical Process Ability:the Mediating Role of Parent-child Mathematics Activities

作　　者：李娟 邓雪纯 王舒琦 张依婷 LI Juan;DENG Xuechun;WANG Shuqi;ZHANG Yiting(School of Education,Wenzhou University,Wenzhou 325000 China)

机构地区：[1]温州大学教育学院,温州325000

出　　处：《学前教育研究》2024年第7期49-65,共17页Studies in Early Childhood Education

基　　金：浙江省省级课程思政项目“学前儿童数学教育”;浙江省教研重点课题“幼儿园表现性评价赋能园所质量的行动研究”(编号:21gzz05)。

摘　　要：家长数学教育观念与亲子数学活动对幼儿数学过程性能力的发展有非常重要的影响。为讨论家长数学教育观念、亲子数学活动、幼儿数学过程性能力三者之间的关系,本研究从浙江省W市3所幼儿园抽取280名大班幼儿及父母作为被试,采用家长数学教育观念量表、亲子数学活动问卷和幼儿数学过程性能力检核表来考察家长数学教育观念和亲子数学活动对幼儿数学过程性能力发展的影响,并分析亲子数学活动的中介作用。结果显示,家长数学教育观念、亲子数学活动和幼儿数学过程性能力基本处于中等水平。家长数学教育观念、亲子数学活动和幼儿数学过程性能力三者之间呈显著正相关关系。家长数学教育观念和亲子数学活动均能显著正向预测幼儿数学过程性能力的发展。亲子数学活动在家长数学教育观念与幼儿数学过程性能力之间起部分中介作用,其中:示范式教导对幼儿数学推理与验证能力以及数学关联能力起完全中介作用;对话式教导对幼儿数学关联能力起完全中介作用;游戏式教导对幼儿数学推理与验证能力起部分中介作用,对数学关联能力起完全中介作用;直接式教导的中介效应不显著。家长可从树立建构型教育观念、提高亲子活动水平、采用不同亲子活动方式、重视幼儿非智力因素等方面来发展幼儿的数学过程性能力。Parents'conceptions of mathematics education and parent-child mathematical activities have a very important influence on young children's mathematical process ability.In order to discuss the relationship between parents'conceptions of mathematics education,parent-child mathematical activities,and young children's mathematical process ability,this study took 280 pairs of kindergarten children and their parents from three kindergartens in W City,Zhejiang Province as subjects,and used the Parents'Conceptions of Mathematics Education Scale,Questionnaire of Parent-Child Mathematical Activities,and Checklist of Young Children's Mathematical Process Ability to investigate the effects of parents'conceptions of mathematics education and parent-child mathematical activities on young children's mathematical process ability and to analyze the mediating role of parent-child mathematical activities.The results showed that parents'conceptions of mathematics education,parent-child mathematical activities and young children's mathematical process ability were basically in the middle level,and that there was a significant and positive correlation between parents'conceptions of mathematics education,parent-child mathematical activities and young children's mathematical process ability.Meanwhile,parents'conceptions of mathematics education and parent-child mathematical activities positively predicted young children's mathematical process ability.Parent-child mathematical activities partially mediated the relationship between parents'conceptions of mathematics education and young children's mathematical process ability,while the specific dimensions of parent-child mathematical activities,i.e.,demonstrative teaching styles,fully mediated young children's mathematical reasoning and validation competence and mathematical associative competence.Conversational teaching styles fully mediated young children's mathematical associative competence;playful teaching styles partially mediated young children's mathematical reasoning and validation

关 键 词：家长数学教育观念 数学过程性能力 亲子数学活动 

分 类 号：G613.4[文化科学—学前教育学] G78[文化科学—教育学]