权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

Basic Research on an Education Program and a Teaching Method of Informal Mathematics in Early Childhood Education

幼儿教育非正式数学的教育方案和教学方法的基础研究

基本信息

批准号：
14580274
负责人：
MARUYAMA Ryohei
金额：
$ 0.64万
依托单位：
Joetsu University of Education
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2002
资助国家：
日本
起止时间：
2002 至 2003
项目状态：
已结题

项目摘要

The purpose of this study is to investigate longitudinal features of children's informal mathematical knowledge and their acquisition conditions in order to construct an education program and a teaching method of informal mathematics in early childhood education. Participants are eighty-five children who entered a kindergarten in April, 1999 and finished in March, 2002. We examined their numerical abilities using original tasks their character profiles, and development profiles using standardized diagnosis inspections. The data obtained from these tasks were collected twice, and these inspections were carried out once every school year for three years. Additionally, we evaluted children's home environments once in 2002. The main results obtained from this research were as follows.Numerical original tasks were composed of counting sets and judging the numerosity of two sets, dividing a set into two halves, Piagetian tasks of number conservation, calculation of numbers, etc. The children … More completed these tasks almost completely except number conservation and calculation of numbers. They had acquired calculation of numbers through early chilhood and achieved addition tasks with the highest correct answer rate at about 70 percent at the last. We ascertained the children's internal situations that character profiles and development profiles showed and confirmed whether they had elder brothers or elder sisters and what kind of lessons they were doing in a class of five-years-olds. We cross-analyzed these features and their numerical abilities. Character profiles and development profiles that related to acquisition of numerical ability changed acceding to the age period. These were stability of emotion at the first stage, and then independence, and self-control which constrains feelings with reason at latter stage. Particularly, the development of speech and language was a little strongly related to acquisition of numerical ability in a class of five-year-olds. Having elder brothers or sisters was not related to acquisition of numerical ability at all in a class of three-year-olds, but were slightly related in a class of four and five-year-olds.Based on these facts, We elcidated notes to construct an education program and a teaching method of informal mathematics in group education such as kindergartens. Less

本研究旨在探讨儿童非正式数学知识的纵向特征及其习得条件，以构建幼儿教育非正式数学的教育方案和教学方法。参与者是 85 名儿童，他们于 1999 年 4 月进入幼儿园，并于 2002 年 3 月毕业。我们使用原始任务检查了他们的数字能力，并使用标准化诊断检查检查了他们的性格概况和发展概况。从这些任务中获得的数据收集了两次，并且这些检查每学年进行一次，持续三年。另外，我们在2002年对儿童的家庭环境进行了一次评估，研究得到的主要结果如下：数值原始任务包括计数集合、判断两个集合的有数、将集合分成两半、皮亚杰数守恒任务、数计算等。除了数守恒和数计算之外，孩子们几乎全部完成了这些任务。他们在童年时期就已经学会了数字计算，并完成了加法任务，最终正确答案率最高，约为 70%。我们通过性格档案和发展档案来查明孩子们的内心状况，确认他们是否有哥哥或姐姐，以及他们在五岁班里上什么样的课。我们交叉分析了这些特征及其数值能力。与数字能力的获得相关的性格特征和发展特征随着年龄的变化而变化。第一阶段是情绪的稳定，后期是独立、用理性约束感情的自制力。特别是，对于五岁儿童来说，言语和语言的发展与数字能力的获得有很强的相关性。在三岁班中，有哥哥或姐姐与数学能力的获得完全没有关系，但在四、五岁班中则略有相关。基于这些事实，我们阐述了构建幼儿园等团体教育中非正式数学的教育方案和教学方法的注意事项。较少的