儿童早期数学认知能力的结构及其特点  

THE STRUCTURE OF CHILDREN’S EARLY MATHEMATICAL ABILITY AND ITS CHARACTERISTICS

作　　者：张华[1] 庞丽娟[2] 陶沙[3] 陈瑶[3] 董奇[3] 

机构地区：[1]北京大学心理学系,北京10087 [2]北京师范大学教育学院,北京100875 [3]北京师范大学心理学院,北京100875

出　　处：《心理学报》2003年第6期810-817,共8页Acta Psychologica Sinica

基　　金：国家攀登项目 ( 95 -专 -0 9)资助

摘　　要：从北京市 1 0所幼儿园中选取 2 34名 3、4岁的儿童为被试 ,采用个别测查的方法对儿童早期数学认知能力的结构及其特点进行了考察。经验证性因素分析发现 :(1 )儿童早期数学认知能力的结构模型是合理的 ,可接受的 ,具有较好的构想效度 ,具体讲 ,数、计算、测量、空间 /几何和模式认知能力五个维度共同解释着儿童早期的数学认知能力 ;(2 )不同年龄儿童早期数学认知能力的结构具有稳定性 ,但是结构模型并不完全一致 ,某些项目的解释率有所不同 ;(3)男。This study was designed to explore the structure of children's early mathematical ability and its characteristics. 234 children aged from 3～4-year-old to 4～5-year-old were tested individually with standard procedure. The results from confirmatory factor analysis indicated:(1)The structural model of children’s early mathematical ability was reasonable and it had good structural validity. In detail, children’s early mathematical ability was explained by number, arithmetic, measurement, space/geometry and pattern; (2) The structure of children's early mathematical ability was stable across different ages but the structural model was not consistent completely; (3) Boys' structural model was identical with that of girls'.

关 键 词：早期数学认知能力 结构模型 验证性因素分析 

分 类 号：B844[哲学宗教—发展与教育心理学]