【作者】 刘欣；

【导师】 于松梅；

【作者基本信息】 辽宁师范大学 ， 教育硕士（专业学位）， 2024， 硕士

【摘要】 著名数学家高斯曾言:“数学是科学之王”。数学的作用不仅体现在科学领域,对于人类的社会生活它同样具有重要的意义。尽管培智学校学生智力和思维能力受限,学习数学知识极其困难,但《生活数学》仍然作为培智学校一门重要的一般性课程,突显了数学在学校课程中的地位。计数技能作为数学最为基础的知识,在培智学校生活数学教学中应受到重视。计数技能在智力障碍人士的日常生活中至关重要,它不仅对于理解和掌控周围环境不可或缺,在个体日常独立生活和社会参与方面也非常重要,如购物付款,检查找零、做饭、时间管理上都会用到计数技能。然而,有关培智学校学生数学能力发展的研究非常之少。本研究旨在调查D市两所培智学校学生的计数技能的发展现况,发现其计数技能学习上存在的问题,在此基础上分析问题产生的原因,并提出合理的教育建议。本研究采用测验法和录像观察法,使用改编的《培智学校学生计数测验》,对D市两所培智学校中的66名特殊学生实施个别测查,分析培智学校学生计数技能的掌握状况,以及计数技能发展的人口学变量特点。此外,研究还采用访谈法,对4名生活数学教师展开个别访谈,从教师视角发现培智学校学生计数技能存在的问题及原因。本研究得出以下结论:1.培智学校学生在计数技能掌握方面表现一般,完全掌握的学生比例不足一半。其中,唱数技能相对较好,但仍有提升空间;点数和计数情景应用技能的发展水平较低,需加强练习。2.培智学校学生计数技能呈现年级学段的发展特征,中学学段学生明显好于小学学段学生。3.培智学校学生的计数错误包括:点数时因手口不一致而出现漏数、跳数、重复数等现象;对计数的基数原则理解不足;按数取物的计数应用技能尚待加强。4.培智学校学生计数技能表现不佳的原因与其自身在手眼口协调能力、工作记忆、抽象思维能力、智力受限存在密切关系。本研究针对培智学校学生计数技能的发展现状及存在的缺陷不足,提出如下四点建议:一是加强计数技能基础训练;二是关注学生计数技能学习特点,运用多元化教学法;三是注重学段的衔接与提升;四是采用多感官教学法,提高按数取物能力。更多还原

【Abstract】 The famous mathematician Gauss once said,"Mathematics is the king of science." The function of mathematics is not only reflected in the field of science but also has important significance for human social life.Although the intellectual and thinking ability of students in intellectual schools is limited,it is extremely difficult to learn mathematics knowledge,but "life mathematics" is still an important general course in intellectual education schools,highlighting the status of mathematics in the school curriculum.Counting skills,as the most basic knowledge of mathematics,should be paid attention to the teaching of life mathematics in intellectual education schools.Counting skills are essential in the daily life of people with intellectual disabilities,not only for understanding and controlling their surroundings,but also for the individual’s daily independence and social participation,such as paying for shopping,giving change,cooking,and time management.However,there is very little research on the mathematical ability development of students in intellectual education schools.The purpose of this study is to investigate the development status of students’ counting skills in two schools in D City,find out the existing problems in their counting skills learning,analyze the causes of these problems,and put forward reasonable educational suggestions.Using the method of test and video observation,66 special students in two intellectual education schools in D City were individually examined by using the adapted "Student Counting Test of Intellectual Education schools" to analyze the students’ mastery of counting skills and the characteristics of demographic variables in the development of counting skills.In addition,the study also used the interviewing method to conduct individual interviews with4 life mathematics teachers and found the problems and reasons for students’ counting skills in intellectual education schools from the perspective of teachers.This study draws the following conclusions:1.The students in intellectual education schools have average performance in the mastery of counting skills,and the proportion of students who have fully mastered them is less than half.Among them,singing skills are relatively good,but there is still room for improvement;The development level of counting and counting situational application skills is low,and it needs to be practiced more.2.Counting skills of students in intellectual education schools show the characteristics of grade development,and middle school students are obviously better than primary school students.3.The counting errors of the students in the intellectual education school include missing counts,skipping numbers,repeating numbers and so on due to the inconsistency of hand and mouth;Lack of understanding of the radix principle of counting;The counting application skills of taking objects by number need to be strengthened.4.The reason for the poor performance of counting skills of students in intellectual education schools is closely related to their limited hand-eye-mouth coordination ability,working memory,abstract thinking ability and intelligence.Based on the current situation and shortcomings of students’ counting skills in intellectual education schools,this study puts forward four suggestions as follows: First,strengthen the basic training of counting skills;The second is to pay attention to the characteristics of students’ counting skills and use diversified teaching methods;The third is to pay attention to the cohesion and promotion of the study section;The fourth is to adopt multi-sensory teaching method to improve the ability of taking objects by number.更多还原