幼儿掌握数概念的个案研究——Ⅰ.对一个三周岁至四周岁儿童进行追踪研究的报告

心理学报 ›› 1981, Vol. 13 ›› Issue (2): 36-44.

幼儿掌握数概念的个案研究——Ⅰ.对一个三周岁至四周岁儿童进行追踪研究的报告

许智权;宋宝玲

郑州大学 ,郑州大学

发布日期:1981-06-25 出版日期:1981-06-25
通讯作者: 许智权

A STUDY OF THE INDIVIDUAL CASE OF A CHILD IN MASTERING NUMBER CONCEPT——A FOLLOW-UP STUDY OF A CHILD AT THE AGE OF 3—4 YEARS OLD(Ⅰ)

Xu Zhi-quan;Song Bao-ling(Zheng Zhou University)

Online:1981-06-25 Published:1981-06-25

摘要/Abstract

摘要： 本文是用纵向法,对一个儿童(三周岁至四周岁)掌握数概念的过程,进行追踪研究提出的报告。研究结果表明:三周岁至四周岁儿童有可能、有必要掌握最初的数概念。数概念广度的发展,是有一定程序的;数概念水平的深化,是通过对计数、取物、比较、运算和读写诸环节的训练而实现的,是从计数活动开始的。掌握数概念,不是自发的、生理成熟的表现,是后天训练、学习的结果。认读数字表,在突破难点时,起相当大的作用。掌握数概念就是掌握有关数的知识,是认识过程,其中动作和记忆具有特别突出的地位。

关键词: NULL

Abstract: This report is based upon a follow-up study of the number-concept-mastering process of a child of 3-4 years old. The result of investigationshows that it is not only possible but also necessary for a 3-4-year-oldchild to master the concept of numerals. The development of numeral conceptextension has a certain procedure. The level of number concept is raisedthrough the practice of counting, taking things, comparing, calculating,reading and writing, with counting as the first step. The number conceptcannot be marstered spontaneously, nor is it a result of training andlearning. It plays an important part in overcoming diffculties in reading andmemorizing the numeration table. To master number concept is to masternumerical knowledge; it is a process of cognition, in which functions ofactions and memory are the most prominent.

Key words: NULL

许智权,宋宝玲. (1981). 幼儿掌握数概念的个案研究——Ⅰ.对一个三周岁至四周岁儿童进行追踪研究的报告. 心理学报, 13(2), 36-44.

Xu Zhi-quan,Song Bao-ling(Zheng Zhou University). (1981). A STUDY OF THE INDIVIDUAL CASE OF A CHILD IN MASTERING NUMBER CONCEPT——A FOLLOW-UP STUDY OF A CHILD AT THE AGE OF 3—4 YEARS OLD(Ⅰ). , 13(2), 36-44.

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