儿童早期空间测量学习中的核心概念与能力

发布时间：2018-01-29 02:33

本文关键词： 空间测量核心概念单位传递性推理　出处：《学前教育研究》2011年04期 　论文类型：期刊论文

【摘要】：测量是数学的主题之一,测量能力的发展对儿童数学认知能力的发展有重要影响。儿童获得空间测量能力必须掌握单位、空间概念和数概念等核心概念;儿童熟练进行空间测量活动必须具备传递性推理、选择适当测量策略等核心能力。具体而言,儿童最早掌握的是一维空间的概念。在一维空间测量中,儿童较早掌握的核心概念是端点,同时必须能够准确找到表征测量对象量的特征的具体知觉特征。儿童二维和三维空间概念的形成要经历从不理解到理解、从不稳定到稳定的复杂发展过程,因此相当一部分3~6岁儿童认识的二维和三维空间实质都是一维的。关于单位概念,儿童必须明白作为测量单位的量须与待测定的量是同类量、测量单位的大小与数量之间存在反函数关系、测量单位须大小相等等内容。在测量活动中,儿童掌握关于数的概念实质是学会对连续量进行离散化的心理加工,这能有效巩固和扩展儿童对数概念的理解,使其对数的实际意义有更广泛和深入的认识。传递性推理能力是儿童准确测量的基础,它的形成标志着儿童能够借助中介物进行两个物体的空间比较。选择适当的测量策略是保证儿童有效测量的前提。儿童在空间测量活动中使用的策略主要有目测、并列或重叠比较、使用非标准单位测量、使用标准工具测量等。在当前儿童数学教育实践中,教师因为不清楚上述核心概念与核心能力,往往只是把测量看作一种操作性的活动,只重视教给儿童一组关于测量的程序性知识,是不利于儿童数学思维能力与素质的发展、数学问题解决能力的提高的。
[Abstract]:Measurement is one of the subjects of mathematics. The development of measurement ability has an important impact on the development of children's mathematical cognitive ability. Children must master the core concepts of unit, spatial concept and number concept in order to acquire the ability of spatial measurement. Children must have the core ability of transitive reasoning and choosing appropriate measurement strategies to conduct spatial measurement skillfully. Specifically, the first child to master the concept of one-dimensional space, in one-dimensional spatial measurement. At the same time, children must be able to accurately find the specific perceptual characteristics that represent the characteristics of the measured object quantity. The formation of children's two-dimensional and three-dimensional spatial concepts has never experienced understanding and understanding. The complex process of development from instability to stability, so that a significant number of children aged 3 to 6 recognize both two-dimensional and three-dimensional nature as one-dimensional. The concept of unit. Children must understand that the amount to be measured is the same as the quantity to be measured, and that there is an inverse functional relationship between the size of the unit of measurement and the quantity, and that the unit of measurement must be equal in size. The essence of children's mastering the concept of numbers is to learn to discretize the mental processing of continuous quantities, which can effectively consolidate and expand the understanding of children's logarithmic concept. The practical meaning of logarithm is more widely and deeply understood. The ability of transitive reasoning is the basis of accurate measurement for children. Its formation indicates that children can make spatial comparison between two objects by means of intermediary. Choosing appropriate measuring strategies is the premise of ensuring children's effective measurement. The strategies used by children in spatial measurement activities are mainly visual measurement. . Juxtaposition or overlapping comparison, the use of non-standard unit measurement, the use of standard tools to measure. In the current practice of mathematics education for children, teachers are not clear about the core concepts and core competencies. It is unfavorable to the development of children's mathematical thinking ability and the improvement of mathematical problem-solving ability to only pay attention to teaching children a group of procedural knowledge about measurement.
【作者单位】：中央教育科学研究所;
【基金】：国家攀登计划专项任务“儿童脑高级功能开发与素质教育重要问题研究”(批准号:95-专-09)的子课题“儿童数学认知能力的发展与促进研究”的阶段性研究成果
【分类号】：G613.4
【正文快照】： *本文系国家攀登计划专项任务“儿童脑高级功能开发与素质教育重要问题研究”(批准号:95-专-09)的子课题“儿童数学认知能力的发展与促进研究”的阶段性研究成果一、问题提出儿童所生活的物质世界是由具有一定的数量、大小、形状等特征,并以一定的空间形式存在着的各种客观事

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