【摘要】：本研究從兒童數(shù)概念發(fā)展的理解者水平模型的理論視角,對(duì)100名2～5歲學(xué)前兒童的數(shù)概念發(fā)展水平進(jìn)行劃分,并比較不同水平兒童對(duì)后繼函數(shù)的理解和掌握,探討兒童數(shù)概念的發(fā)展過程。結(jié)果表明:4歲以后絕大部分兒童達(dá)到了數(shù)概念發(fā)展的最高水平即基數(shù)原則水平,該水平的兒童可以把后繼函數(shù)的方向性和單位性變化對(duì)應(yīng)到數(shù)數(shù)序列的數(shù)詞上。而2～3歲的大部分兒童還處于子集水平,該水平的兒童和基數(shù)原則水平的兒童相比,對(duì)后繼函數(shù)的理解存在差異。但后繼函數(shù)的發(fā)展不是全或者無的,子集水平的兒童也具有對(duì)較小數(shù)量的方向性和單位性的認(rèn)識(shí)。
[Abstract]:From the perspective of the understanding level model of the concept development of children's number, this study divides the development level of the number concept of 100 preschool children aged 2 years and 5 years old, compares the understanding and mastery of the subsequent functions of children at different levels, and discusses the development process of the concept of number of children. The results show that most of the children after the age of 4 have reached the highest level of the development of the concept of number, that is, the cardinal principle level, and the children at this level can correspond the directional and unidirectional changes of the subsequent function to the numeral words of the number sequence. However, most of the children aged 2 years and 3 years old are still at the subset level. Compared with the children with the cardinal principle level, there is a difference in the understanding of the follow-up function between the children aged 2 years and 3 years old. However, the development of subsequent functions is not complete or absent, and children at subset level also have an understanding of a small number of directivity and unit.
【作者單位】： 北京師范大學(xué)發(fā)展心理研究所;山東師范大學(xué)心理學(xué)院;北京市三帆中學(xué)學(xué)生處;
【基金】：國(guó)家自然科學(xué)基金項(xiàng)目(31271106)的資助
【分類號(hào)】：B844.1

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