| 其他摘要 | Children's numeracy concept and arithmetic ability are the key contents of children's cognitive development, and they are also an important indicator of children's thinking ability development. Children's cognitive development is affected by the acquired socio-cultural and educational environment, but there are no studies that pay attention to the changes of cognition with social changes, especially the changes in children's mathematical cognition. Social change is an important scientific issue in the development of human society (China Science Daily, 2019) and is becoming a frontier hotspot in psychology (Varnum & Grossmann, 2017, 2021). In the process of China's rapid modernization, Chinese culture and Chinese psychology and behavior continue to undergo extensive and profound changes, and cognition, as one of the themes of modern psychology, needs to be re-studied from a dynamic and changing perspective. Therefore, in the context of China's social changes in the past half century, the law of variability and invariance in the development of important part of children's mathematical cognition and arithmetic ability in different periods is not clear.
For the first time, this paper adopts a cross-sectional sequence design based on cross-temporal analysis of survey data, and systematically discusses the changes of Chinese children's number concepts and arithmetic ability from the perspective of change and invariance.
In the first study, 180 kindergarten children aged 3-6 were selected as subjects, and the number concepts and arithmetic abilities of children aged 3-6 in two different periods in 1960 and 2022 were used to evaluate the number concepts and arithmetic abilities of children aged 3-6 at the macro level in 1960 and 2022The development level and characteristics are compared, and the development law of the concept and arithmetic ability of young numbers is explored under the background of social change. The results show that the level of children's number concepts and operations in 2022 is significantly different and higher than that in 1960, and the concept and operation of children's numbers in 2022 have a higher level and a new level, and the concepts and operations of children's numbers in 1960 and 2022 show the following development characteristics .The number concept and operation level is larger than the middle class, the middle class is larger than the small class, the physical composition is greater than the abstract composition in the number concept, the physical object is greater than the appearance, and the appearance is greater than the abstraction, and the two years show that the real thing is greater than the appearance, and the appearance is greater than the abstract trend is more obvious at the age of 3-4 years.
In the second study, the intervention group and the control group were selected in 2022, 52 children in the intervention group were selected to use the teaching methods in 1960, and 47 children in the control group were selected to follow the current teaching methods, and the children aged 3-6 years in two different periods in 1960 and 2022 were selected at the macro level .This paper compares the teaching intervention effect of number concept and arithmetic ability, and explores the difference and mechanism of the changing and unchanged teaching effect of young math concept and arithmetic in the context of social change. The results showed that the intervention group had a greater improvement in the level of number concepts and operations than the control group after the intervention, but the difference was not significant.
In the third study, uses a cross-time comparative study, and on the basis of study 2, through the comparison of the pre-test and post-test of the intervention group, to explore the invariance and variability of the development of children's number concept and arithmetic ability under the influence of micro-educational factors. The results show that in terms of variability, the post-test of the intervention group of children's number concept and operation level is higher than that of the pre-test, and the invariance is manifested in the following three aspects: the large class of number concept and operation level is larger than the middle class, the middle class is larger than the small class, the physical composition of the number concept is greater than the abstract composition, the physical object is greater than the representation in the operation, and the appearance is greater than the abstract.
This study draws a relatively consistent conclusion: in the process of Chinese social modernization, the development of children's number concept and arithmetic ability in China has both variability and invariance, and the law of variability is manifested in the fact that children's number concept and arithmetic level are improved with the development of the times at the macro level and the influence of education at the micro level. The law of invariance is manifested in the fact that children's number concepts and operation level increase with age, number concepts develop in the order of physical composition to abstract composition, and operation develops in the order of physical objects to representations and representations to abstractions, among which in 1960 and 2022, the physical objects to appearances are presented at the age of 3-4 years, and the difference between appearance and abstraction is more obvious. At the same time, the promotion effect of the teaching method formed on the basis of the invariant law of this characteristic on children's number concept and arithmetic ability does not change with the development of the times. In theoretically, In the context of social change, these three studies can represent the past, present and future of the development of Chinese children's mathematical concepts and arithmetic ability, which can not only comprehensively and dynamically and systematically understand the development law of children's mathematical cognition, and then speculate its development direction, but also have great significance for responding to the core issues of developmental psychology, how to optimize development. In practice, this study provides useful enlightenment for the formulation of early childhood education policy and the cultivation of mathematical cognition in contemporary China. |
修改评论