积木游戏中幼儿数学行为及教师干预研究.pdfVIP

论 文 摘 要 积木游戏是学前儿童的一种重要游戏项目，是幼儿园一项基本的游戏活动。 积木材料又以其与生俱来的特性对学前儿童数学学习发展起着重要的作用。本研 究通过命题搭建的方式，目的在于：其一，了解学前儿童的建构能力，并试图从 中窥探幼儿搭建技能与其数学学习水平的关系，从数学学习发展的角度来揭示学 前儿童积木造型能力的动力与挑战，从而更进一步的理解学前儿童积木游戏发展 规律；其二，了解积木游戏中教师的数学支持行为，透过对教师干预的归纳和提 炼，提出相应的数学干预建议。 研究通过对上海市H 幼儿园的18 位幼儿和3 位教师的积木游戏观察，以及 对幼儿积木作品的分析，得出以下结论：四种命题搭建涉及学前儿童最基本的数 学经验；不同搭建技能涉及的核心数学经验不尽相同；积木游戏中搭建技能困难 与数学经验缺失有关；幼儿随年龄增长显示搭建技能与数学关系的经验连续体； 教师在积木游戏中的数学干预能有效推进幼儿的搭建技能提升；教师缺乏数学干 预策略会影响幼儿的数学水平的提高。 研究者建议，应该给予幼儿更多积木游戏的机会去应用数学经验；提升教师 对积木游戏行为与积木作品的观察分析能力；提升教师对积木游戏的数学干预能 力；积木游戏可以作为数学教育的重要途径；教师可以有效利用积木作为数学教 具；积木材料的选择必须规范。 关键字：积木游戏 数学行为 教师干预 I ABSTRACT Block play is an important and essential game in the kindergarten for preschool children. With its inherent attributes, the materials in block building also play a vital role in childrens mathematical progress. This study has applied specially designed block building methods to 1) be familiarized with childrens constructing abilities through their skills and mathematical know ledge, by getting grasp of the correlation, hence revealing the challenges and incentives they have and comprehending more fully how the preschool children make progress; 2) be acquainted with the teacher’s role and mathematical intervention method in block play, and therefore improve and summarize in order that suggestions of mathematical intervention could be offered. By observing block play conducted by three teachers and partaken by 18 children in a Shanghai kindergarten and the subsequent analysis, this study comes to the following conclusions: the four designed block building structures ( i.e. the tall building, the pail, the stairs and the slope) are closely related to children’s elementary experience in math different building skills