材料感知丰富性对儿童早期数学问题解决的影响
Effects of the Manipulatives'Perceptual Richness on the Mathematics Problem-Solving in Preschool Children
朱娅 1刘晓川 2纪媛梦 3李敬雯 4周静怡 3许晓晖1
作者信息
- 1. 首都师范大学 学前教育学院,北京 100048
- 2. 北京市第一幼儿园海晟实验园,北京 100027
- 3. 首都师范大学 学前教育学院,北京 100048;首都师范大学 初等教育学院,北京 100048
- 4. 首都师范大学 学前教育学院,北京 100048;北京市丰台区方庄第三幼儿园,北京 100071
- 折叠
摘要
感知平淡的学习材料有利于数学学习,但材料感知丰富性、任务难度和学习者能力如何共同作用于儿童早期数学问题解决尚不明确.采用加法应用题,通过三因素混合实验设计,考察了材料感知丰富性、任务难度对 4～6 岁儿童数学问题解决的影响,并分析了学习者能力对此影响的调节作用.结果表明,感知平淡材料更有利于儿童早期数学问题解决,低难度任务不会降低感知丰富材料的负面影响,高能力可缓解感知丰富材料的负面影响,能力的调节效应受到任务难度的影响.建议教师多方面分析影响儿童学习效果的原因以不断调整教学,并根据学习所处的阶段、任务难度、学习者能力水平选择不同感知丰富性的材料支持学习.
Abstract
Perceiving bland manipulatives is beneficial to mathematics learning.However,it is unclear how the perceived richness of manipulatives,task difficulty,and learners'abilities work together to solve mathematics problems in early childhood.The experiment used a three-factor mixed experiment design.The addition word problem was employed to explore the effects of the manipulatives'perceptual richness and task difficulty on the word problem-solving of 4-to 6-year-old children.This study further analyzed whether the ability of students can moderate the effects.Results suggest that perceptually bland manipulatives facilitate word problem-solving in early childhood.Low-difficulty tasks do not reduce the negative effects of perceptually rich manipulatives.The negative impact of perceiving rich manipulatives can be alleviated by high ability,and the moderating effect of ability is affected by task difficulty.According to the results,relevant educational suggestions are put forward and future research directions are discussed.
关键词
儿童早期/操作材料/感知丰富性/数学问题解决Key words
preschool children/manipulating materials/perceptual richness/mathematics problem-solving引用本文复制引用
出版年
2024
国家科技期刊平台
NSTL
万方数据