儿童早期测量能力的发展

心理发展与教育 ›› 2006, Vol. 22 ›› Issue (4): 8-11.

儿童早期测量能力的发展

张华¹, 庞丽娟², 韩小雨², 陶沙³, 董奇³

1. 人民教育出版社, 北京, 100081;
2. 北京师范大学教育学院, 北京, 100875;
3. 北京师范大学认知神经科学与学习研究所, 北京, 100875

出版日期:2006-10-15 发布日期:2006-10-15
作者简介:张华(1973- ),女,山东临朐人,人民教育出版社小学数学研究室,博士.E-mail:zhanghua@pep.com.cn
基金资助:
攀登项目(95-专-05)资助

The Development of Children’s Early Measurement Abilities

ZHANG Hua¹, PANG Li-juan², HAN Xiao-yu², TAO Sha³, DONG Qi³

1. People's Education Press, Beijing 100081;
2. School of Education, Beijing Normal University, Beijing 100875;
3. Institute of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875

Online:2006-10-15 Published:2006-10-15

摘要/Abstract

摘要： 测量能力是儿童早期数学认知能力的一个重要方面,其中直接比较和非标准测量能力作为儿童早期测量能力发展的主要形式,在一定程度上代表着儿童早期测量能力的发展。本研究对92名3岁儿童的测量能力进行了为期一年的追踪研究,结果发现:(1)在3~4岁期间,儿童直接比较测量能力和非标准测量能力均得到显著发展,但直接比较测量能力的水平提高得更快;(2)儿童直接比较测量能力的年龄主效应、任务主效应以及年龄和任务的交互效应显著;(3)儿童非标准测量能力的年龄主效应和任务主效应均达到显著水平,非标准测量单位应用能力的水平显著高于非标准测量单位形成能力的水平。

关键词: 直接比较测量能力, 非标准测量能力, 非标准测量单位

Abstract: Direct comparison and nonstandard measurement are tc}o important components of measurement in early childhood.This study was to examine the characteristics of children's early measurement abilities with longitudinal design.92 3-yearold children participated in the longitudinal investigation.The results indicated:(1) both direct comparison measurement and nonstandard measurement increased rapidly,but the progress of nonstandard measurement was slower than that of direct comparison measurement;(2) the main effects of age and direct measurement's tasks and the interaction effect of them were significant,furthermore,the analyses of post hoc showed that the developmental level of weight comparison was lower than that of scale and length comparison;(3) the main effects of age and nonstandard measurement's task were significant,and the ability of measurement with a nonstandard unit was higher than the creation of nonstandard uint.

Key words: direct comparison measurement, nonstandard measurement, nonstandard unit

张华, 庞丽娟, 韩小雨, 陶沙, 董奇. 儿童早期测量能力的发展[J]. 心理发展与教育, 2006, 22(4): 8-11.

ZHANG Hua, PANG Li-juan, HAN Xiao-yu, TAO Sha, DONG Qi. The Development of Children’s Early Measurement Abilities[J]. Psychological Development and Education, 2006, 22(4): 8-11.

参考文献

[1] 张华,庞丽娟等.儿童早期数学认知能力的结构及其特点.心理学报,2003,35(6):810-816.
[2] Clements D H,Stephan M.Measurement in Pre-2 Mathematics.In:Clemets D H,& Sarama J.(Eds).Engaging young children in mathematics.2001:234-248.
[3] NCTM.Principles and standards for school mathematics.Reston,Va.:NCTM,2000
[4] 黄幸美.国小教师的长度教学之探讨.课程与教学季刊,2001,4(3):163-184.
[5] Joram E,Bertheau M.Children's use of the reference point strategy for measurement estimation.Journal for Research in Mathematics Education,2005,36(1):4-10.
[6] Reece C S,Kamii C.The measurement of volume:why do young children measure inaccurately? School Science and Mathematics,2001,101(7):356-361.
[7] Sophian C.Learning about what fits:Preschool children's reasoning about effects of object size.Journal for Research in Mathematics Education,2002,33(4):290-297.
[8] Clements D H.Teaching length measurement:the research challenges.School Science and Mathematics,1999,99(1):5-8.
[9] Kellough R D.Integrating mathematics and science for kindergarten and primary children.In:Measurement:Quantifying Space.New Jersey:Merrill press,1995.
[10] Boulton-Lewis G M,Wilss L A.An analysis of young children's strategies and use of devices for length measurement.Journal of Mathematical Behavior,1996,15:329-347.
[11] 许燕.心理学研究中的差异检验方法.心理发展与教育,1997,13(3):26-28.
[12] Brainerd C.Piaget's Theory of Intelligence.Englewood Cliffs,N.J.:Prentice-Hall,1978.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed