本文選題：數(shù)字能力的發(fā)展 + 基數(shù)原則　； 參考：《湖南大學(xué)》2009年碩士論文

【摘要】： 本學(xué)位論文基于調(diào)查、觀察和跟蹤性手段獲取語(yǔ)料,并對(duì)其進(jìn)行統(tǒng)計(jì)分析,旨在探討中國(guó)兒童早期數(shù)數(shù)能力的發(fā)展。具體包括何時(shí)掌握基數(shù)原則,何時(shí)出現(xiàn)數(shù)字直覺(jué),何時(shí)開始采用數(shù)數(shù)的方法來(lái)代替直覺(jué)回答“共計(jì)多少”的問(wèn)題;并進(jìn)一步探討了各階段兒童可數(shù)數(shù)目、給予數(shù)目、數(shù)字直覺(jué)的最大值及三者間的關(guān)系。 其次通過(guò)對(duì)量詞的調(diào)查研究發(fā)現(xiàn)學(xué)習(xí)量詞有助于兒童掌握基數(shù)原則,從而幫助他們數(shù)數(shù)能力的發(fā)展。最后長(zhǎng)期跟蹤的個(gè)案研究數(shù)據(jù)也證實(shí)了此假設(shè)。前兩章綜述兒童數(shù)數(shù)能力的發(fā)展理論形成歷史,、兩大主要理論流派及國(guó)際上這方面的熱點(diǎn)話題,并提出此論文研究目的。 第三章通過(guò)指定數(shù)字輸入實(shí)驗(yàn),指定數(shù)字輸出實(shí)驗(yàn)及數(shù)字直覺(jué)測(cè)試,結(jié)果表明:1)兒童在三至四歲之間,大部分已掌握基數(shù)原則,四歲后幾乎所有兒童都能掌握此原則;2)兒童最早采用數(shù)字直覺(jué)回答“共計(jì)多少”的問(wèn)題,三歲開始運(yùn)用數(shù)數(shù)的方法來(lái)解決此類問(wèn)題;3)兒童數(shù)字能力的發(fā)展隨著年齡的增大而增強(qiáng),四至四歲半這組兒童結(jié)果最佳,各組三次實(shí)驗(yàn)數(shù)據(jù)之間存在密切聯(lián)系。研究還表明,2歲半至4歲半的中國(guó)南方兒童中,男女性別在數(shù)數(shù)能力上并無(wú)顯著差異。 第四章對(duì)新鄉(xiāng)兩所幼兒園不同年齡段的294位被試學(xué)習(xí)量詞的情況作了深入研究,總結(jié)出量詞的學(xué)習(xí)有助于兒童掌握基數(shù)原則,并加速他們數(shù)字能力的發(fā)展。 第五章采用被試YCM兩歲至四歲半的跟蹤性數(shù)據(jù)檢驗(yàn)前面所做假設(shè)是否正確,進(jìn)一步證實(shí)了三至四歲是兒童數(shù)數(shù)能力發(fā)展的關(guān)鍵期,量詞的學(xué)習(xí)有助于兒童基數(shù)原則的掌握。 論文的研究結(jié)論為:隨著兒童年齡的增長(zhǎng),數(shù)數(shù)能力的發(fā)展越來(lái)越快。超越一半的中國(guó)兒童三歲后已掌握基數(shù)原則,絕大多數(shù)兒童四歲后已熟練運(yùn)用。量詞的學(xué)習(xí)促進(jìn)了中國(guó)兒童數(shù)數(shù)能力的發(fā)展。但基數(shù)原則的掌握是否是“先天論”與“后天論”的判斷標(biāo)準(zhǔn),目前仍很難下結(jié)論,這是因?yàn)殡m然已有一些合理的推理,但迄今為止我們?nèi)詿o(wú)法精確描述兒童掌握基數(shù)原則具體過(guò)程。因此我們?nèi)孕枥^續(xù)這方面的進(jìn)一步研究。
[Abstract]:This dissertation is based on the investigation, observation and tracking methods to obtain and analyze the language data. The purpose of this thesis is to explore the development of Chinese children's early numeration ability. These include when to master the cardinality principle, when digital intuition appears, when the number method is used instead of intuition to answer the question of "how much total"; and how many children can be counted and given at all stages, Secondly, through the investigation of quantifiers, it is found that learning quantifiers is helpful for children to grasp the cardinality principle and thus help them to develop their numeration ability. Case study data from the final long-term follow-up also confirm this hypothesis. The first two chapters summarize the history of the development theory of children's numeration ability, the two major theoretical schools and the hot topics in this field in the world, and put forward the purpose of this paper. The assigned number output experiment and the number intuition test show that most of the children between the ages of three and four have mastered the cardinal principle. After the age of four, almost all children can master this principle. (2) Children are the first to use digital intuition to answer the question "how much?" The development of children's digital ability increases with the increase of age. The results of the four to four-and-a-half years old children are the best, and there is a close relationship between the three experimental data of each group. The study also shows that there is no significant difference between male and female in numeration ability among children in southern China aged from two and a half to four and a half years old. Chapter four makes an in-depth study on the learning of quantifiers among 294 participants of different ages in two kindergartens in Xinxiang. It is concluded that the learning of quantifiers helps children to master the cardinality principle and accelerate the development of their numerical ability. Chapter 5 uses the tracking data of YCM from two to four and a half years old to test whether the previous assumptions are correct. It is further proved that three to four years old is the key period for the development of children's numeration ability, and the learning of quantifiers is helpful to master the principle of children's cardinality. The conclusion of this paper is as follows: with the increase of children's age, the ability of counting develops more and more rapidly. More than half of Chinese children have mastered the cardinal principle after the age of three. The study of quantifiers has promoted the development of Chinese children's numeration ability. However, it is still difficult to draw a conclusion as to whether or not the cardinality principle is the criterion of "innate theory" and "acquired theory", because although some reasonable reasoning has been made, But so far, we still can not accurately describe the process of children mastering the cardinality principle. Therefore, we still need to continue the further study in this area.
【學(xué)位授予單位】：湖南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：G613

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