5～6歲兒童算法的獲得：理解還是記憶

1、 學(xué)校代碼： 10270 分類號 G44 學(xué)號： 122200477 碩 士 學(xué) 位 論 文 論 文 題 目 5-6歲兒童算法的獲得 歲兒童算法的獲得:理解還是記憶 理解還是記憶 學(xué) 院 教 育 學(xué) 院 專 業(yè) 發(fā) 展 與 教 育 心 理 學(xué) 研 究 方 向 教 學(xué) 與 學(xué) 習(xí) 心 理 研究生姓名 黃凱杰 指 導(dǎo) 教 師 盧 盛 華 完 成 日 期 二 〇 一 五 年

2、四 月 Abstract Shanghai Normal University Master of Philosophy Abstract Is children’s acquiring of arithmetic a process of understanding or memorizing ? If arithmetic can not be acquired by tr

3、ansmission directly ，can we facilitate children to get arithmetic externally? Can children acquire arithmetic without understanding rationale (logical reason behind arithmetic)? 90 children aged5 to 6 were selected as th

4、e research object. The task of sequence operation as one of classical Piaget tasks was chosen to examine how to facilitate children’s acquiring of arithmetic. The research was composed of three groups of experimental tre

5、atments : the first group was simple arithmetic training ,the second group was rationale understanding plus arithmetic training while the last group is control group. Moreover, the color-judging task of tomato-cucumber w

6、as used to investigate children’s developmental level of inhibitory control, thereby discuss the connection between children’s acquiring of arithmetic and their developmental level of inhibitory control. The results show

7、 that: 1. For children aged 5 to 6, the acquiring of arithmetic is a process of understanding instead of memorizing. Understanding the inevitability of rationale can facilitate them to know the arithmetic well. 2. The de