【作者】 李晶；

【导师】 康丹；

【作者基本信息】 湖南师范大学 ， 学前教育（专业学位）， 2019， 硕士

【摘要】 本研究采用实验的方式探讨了在家庭中开展数学绘本阅读对4-5岁儿童数学能力的影响。采用2(时间:前测、后测)×3(分组:实验组A、实验组B、对照组)混合实验设计,从岳阳市区某幼儿园选取的94名4-5岁儿童作为研究对象,随机分为三组。实验组A幼儿进行为期12周共24次的有指导策略的数学绘本亲子阅读训练;实验组B幼儿进行无指导策略的数学绘本亲子阅读训练;对照组不采取任何实验处理。实验前后均采用早期儿童数学能力测试量表第三版中文A版(Test of Early Math Ability-III,TEMA)和绘本与数概念发展测验(Test of Picture books and Concept development Mathematics,PICO)对三组幼儿进行数学能力测量。考虑到语言能力、家庭环境等因素可能对数学能力也会产生影响,在统计分析时将语言能力、家庭社会经济地位等家庭因素作为协变量,将实验分组、前后测作为自变量,运用重复测量方差分析,考察数学绘本亲子阅读训练的效果。本研究主要结论如下:(1)三组幼儿在数学能力(TEMA与PICO得分)基线水平上无显著差异;而在实验结束后的数学能力测验上有显著差异。(2)重复测量方差分析发现,在控制了语言能力(PPVT)与家庭社会经济地位(SES)等各控制变量后,时间主效应显著,幼儿后测数学能力得分显著提高;实验训练效应显著,数学绘本亲子阅读显著提高了幼儿数学能力,有指导策略的数学绘本亲子阅读组幼儿的数学能力显著高于无指导策略组及对照组。结果表明数学绘本亲子阅读可以促进4-5岁幼儿数学能力的发展,阅读指导策略以及亲子互动状态是数学绘本亲子阅读效果的重要影响因素。根据研究结果提出几点教育建议:一是应重视数学绘本的教育作用,使其成为家庭及幼儿园数学活动的重要材料。二是鼓励家庭中多开展数学绘本亲子阅读,重视在家庭中发展幼儿的数学能力,并提高家长在数学绘本亲子阅读中的阅读策略和指导能力。更多还原

【Abstract】 In this study,the effect of mathematical picture book reading in the family on the aged 4-5 years children’s mathematical ability was investigated experimentally.Mixed experimental design involving 2(time:pre-test,post-test)×3(group: experimental group A,experimental group B,control group)was used,and 94 children aged 4-5 years selected from A kindergarten in Yueyang city were randomly divided into three groups.Experiment Group A referred to strategic parent-child reading intervention from the perspective of mathematics picture books in 24 times within 12 weeks;Experiment Group B referred to non-strategic parent-child reading intervention;Control Group referred to non-experimental parent-child reading intervention.Test of Early Math Ability-III(TEMA)and Test of Picture books and Concept development Mathematics(PICO)were used for the three groups before and after the experiment.Considering the influence of language ability and family environment upon mathematics ability,language ability and family’s socioeconomic status were selected as the covariate,and experiment grouping,pre-test and post-test as the independent variable,variance analysis was carried out to investigate the effect of parent-child reading intervention.The main conclusions of this study are as follows:(1)Based on basic TEMA and PICO score,the children’s mathematicsability in the three groups was not significantly different,but the result was significant based on the result after the experiment.(2)Under the condition of controlling the control variances including PPVT and family’s socioeconomic status,the main effect of time was significant,children in the experimental group showed significant improvement in post-test mathematics ability;the effect of experimental training was significant,that was to say,parent-child reading of mathematical picture books has significantly improved children’s mathematical ability,and the children’s mathematical ability in the guidance group was significantly higher mathematical ability than those in the non-guiding strategy group and the control group.The results showed that the parent-child reading of mathematics picture books contributes to the four-to-five children’s mathematics ability development;reading guidance strategies and parent-child interaction are important influencing factors of parent-child reading of mathematical picture books.According to the research results,several education suggestions are put forward: first,the role of education in mathematics picture books should be given much attention so as to make it an important material for family and kindergarten mathematics activities;second,it is encouraged that parents should read more mathematics picture books,pay more attention to developing children’s mathematics ability,and step up effortsin observation and guidance for parent-child reading of mathematics picture books.更多还原