| 学前数学教法和儿童智能发展的追踪研究 |
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| 引用本文： | 成子娟,戚碧玉.学前数学教法和儿童智能发展的追踪研究[J].心理科学,1999,22(4):331-334. |
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| 作者姓名： | 成子娟 戚碧玉 |
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| 作者单位： | 香港中文大学教育学院(成子娟)，香港浸会大学教育系(戚碧玉) |
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| 摘 要： | 本研究从儿童心理发展的特点和数学学习之间的内在规律出发，综合考查了各类教学法在学前施教的利弊；同时，在活动教法、指导操作法、演示法和讲授法之间做了对比实验，并设计了一整套以指导操作法为主的学前数学教法，以演示为主的数学教法之间进行了长期、深人的跟踪对比实验。结果表明，在其他变量基本被控制的条件下，指导操作法优于其他的教法；实验班儿童的智能发展，特别是数学能力的发展，明显好于对照班的儿童。这个优势一直持续到小学毕业。
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| 关 键 词： | 活动教法 演示法 指导操作法 讲授法 |
A LONGITUDINAL RESEARCH: THE MATHEMATICS TEACHING METHODS FOR AND THEPSYCHOLOGICAL DEVEL-OPMENT OF PRESCHOOL CHILDREN |
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| Cheng Zijuan.A LONGITUDINAL RESEARCH: THE MATHEMATICS TEACHING METHODS FOR AND THEPSYCHOLOGICAL DEVEL-OPMENT OF PRESCHOOL CHILDREN[J].Psychological Science,1999,22(4):331-334. |
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| Authors: | Cheng Zijuan |
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| Abstract: | The various possible belief its and drawbacks ofdifferent preschool mathematics teaching methodswere examined with reference to the characteristics ofchildren's psychological development and their relationto mathematics learning. Ill particular, (1) the learning in activity, (2) teachers' instruction children'soperation at the same time, (3) demonstration, and(4)oral lecture approaches were compared. A longitudinal in--depth experimental study was also carried outconcerning (2) and (3). The results showed that withthe control of extraneous variables, the former methodwas better. The experimental class with tills methodwas significantly higher in their intellectual and mathematical ability. Such superiority continued at least tillthe end of primary education. |
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| Keywords: | learning at activity demonstration teachers' instruction children's operation at thesame time oral lecture |
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