5～6岁儿童对书面数符号的表征和理解能力的发展

本研究对54名大班儿童的书面数符号表征和理解能力进行了跟踪调查。一年中三次面试结果表明,约85%的儿童(M=5:10)能运用书面数符号来表征30个以上的物体的数量。至大班末,94%的儿童(M=6:4)能运用书面数符号来表征100个以上物体的数量。大班末儿童对20以内书面加法运算成绩好于20以上书面减法运算,他们在遇到需进位和借数的加减运算时会有困难。6岁儿童在对加减运算式表征中的符号-实物的转换上有困难,儿童书面数符号表征、书面加减运算及对书面加减运算式的表征之间有显著正相关。大学附属幼儿园儿童的书面数符号表征能力在大班上学期好于为一般居民服务的幼儿园儿童,但无显著差异;在大班末期,为一般居民服务的幼儿园儿童的得分反超大学附属幼儿园儿童的得分,但无显著差异。

Kindergarten Children's Representation and Understanding of Written Number Symbols

Two samples of kindergarten children's representation and understanding of written number symbols were examined at two time points in one academic year.About 85% of Chinese 5-year-olds(mean=5:10) were able to use conventional number symbols to represent the quantity of 30 or larger.At the end of the kindergarten year, 94% of Chinese 6-year-olds(mean= 6:4) were able to use conventional number symbols to represent the quantity of 100 or larger.Some of Chinese six-year-olds had the problem of representing written addition and subtraction tasks.Children's ability to represent written number symbols,ability to represent written addition and subtraction formula and their performance in written addition and subtraction were closely related.The performance of children in university-affiliated childcare centers was better than that in centers serving working-class families at time 1,but the performance reversed at the end of the kindergarten year.However,the difference at both time points as not significant.