【摘要】 通过测查、观察、问卷与访谈的方法对8名个案儿童的书面数符号表征能力的发展进行中、大班两年的跟踪研究表明:个案儿童的书面数符号表征能力在两年中有了不同程度的进步,但表现出较大的个别差异。儿童的书面数符号表征能力在两年中表现出相对的稳定性,中班上学期的书面数符号表征能力得分高的儿童在大班末时得分仍然偏高。儿童的基数概念、书面数符号表征能力以及书面加减运算之间有着密切的联系。高得分组与低得分组的儿童表现出明显的个性差异,如在学习兴趣、注意力、自控力与坚持性方面高得分组有明显的优势。高得分组与低得分组的儿童的家庭教育也表现出不同的特点。更多还原

【Abstract】 By testing, observing, questionnaires and interviewing, we have done some research in 8 children of class A and class B for two years. The result is that the children have made progress to different degrees but that they have individual differences. Their ability is relatively stable during the two years. The children who got high scores in class B still got higher scores at the end of class A. Children’s concept of cardinal numbers is closely related with their understanding of written numbers and making "plus and minus". The high -score group is different from the low-score group in characters. For example, the high -score group is obviously advantageous in study interest, attention, self-control and persistence. The family teaching of high-score group and low-score group is quite different.更多还原