学前儿童数学学习与发展的关键指标研究——基于对美国10州早期学习标准的分析  

Research on Key Indicators of Mathematics Learning and Development of Preschool Children:Based on the Analysis of Early Learning Standards in 10 U.S.States

作　　者：霍力岩[1] 高游 龙正渝 HUO Li-yan;GAO You;LONG Zheng-yu(Faculty of Education,Beijing Normal University,Beijing,100875,China;Institute of Early Education,Beijing Academy of Educational Sciences,Beijing,100036,China)

机构地区：[1]北京师范大学教育学部,北京100875 [2]北京教育科学研究院早期教育研究所,北京100036

出　　处：《基础教育》2024年第5期71-84,97,共15页Journal of Schooling Studies

基　　金：国家社会科学基金教育学重点课题“学前教育中长期发展目标及推进策略研究”(项目编号:AHA160008)。

摘　　要：厘清学前儿童数学学习与发展的关键指标对于全面提升儿童的数学素养、有效奠基儿童可持续的终身学习具有重要意义。运用MAXQDA软件对美国10州早期学习标准进行分析,结果发现,学前儿童数学学习与发展的关键指标由“数学情境”“数学内容”“数学过程”3个一级指标,“个人情境”“社会情境”“科学情境”“数与量”“数运算”“模式”“测量”等13个二级指标以及32个三级指标构成。基于以上研究结果,我国学前儿童数学学习与发展应以数学素养发展为导向,构建数学情境、内容和过程三位一体的指标系统;以现实世界为问题场景,着力重视儿童在真实情境中产生并维持学习动机;以数学学科逻辑为基础,特别关注儿童数学学习内容的丰富适宜和渐进连贯;以数学思维发展为核心,特别强调儿童通过数学学习过程达成问题解决。Clarifying the key indicators for preschool children’s mathematics learning and development is of significant importance for enhancing children’s mathematical literacy and effectively laying the foundation for their sustainable lifelong learning.Using MAXQDA software to analyze early learning standards from 10 states in the United States,the results indicated that the key indicators for preschool children’s mathematics learning and development are composed of three first-level indicators:“mathematical context”,“mathematical content”,and“mathematical processes”,which further encompass 13 second-level indicators including“individual contexts”,“social contexts”,“scientific contexts”,“numbers and quantities”,“number operations”,“patterns”,“measurement”,and so on,as well as 32 third-level indicators.Based on the above research findings,it is proposed that preschool children’s mathematics learning and development in our country should be guided by the development of mathematical literacy,constructing an integrated indicator system that encompasses mathematical contexts,content,and process;focusing on the real world as the problem scenario,emphasizing the importance of children’s motivation to learn in authentic situations;taking the logic of the mathematical discipline as the foundation,paying special attention to the richness and appropriateness of children’s mathematical learning content,as well as its gradual coherence;and taking the development of mathematical thinking as the core,particularly emphasizing that children achieve problem-solving through the process of mathematical learning.

关 键 词：学前儿童 数学学习与发展 关键指标 文本分析 早期学习标准 

分 类 号：G613.4[文化科学—学前教育学]