運用多元表征教學(xué)策略促進(jìn)大班幼兒模式能力發(fā)展的行動研究

摘要： 模式能力是幼兒形成邏輯思維的重要前提,對幼兒以后的數(shù)學(xué)學(xué)習(xí)和發(fā)展有著深遠(yuǎn)影響。為了提高幼兒的模式能力,本研究采用行動研究范式,運用多元表征的教學(xué)策略對實驗班和對照班幼兒各30名進(jìn)行為期4個月的干預(yù),結(jié)果發(fā)現(xiàn)在行動研究結(jié)束后,實驗班幼兒的模式能力在量和質(zhì)兩個方面都獲得了提升。就量的方面來說,實驗班幼兒的模式能力在前后測及與對照班的對比中都有明顯提升。就質(zhì)的方面來說,實驗班幼兒更加勝任模式的創(chuàng)造和轉(zhuǎn)換任務(wù),能夠把模式概念運用于日常生活中,并且樂于開展模式活動。參與行動研究的教師對多元表征教學(xué)策略不再"抵觸",運用多元表征教學(xué)策略的能力得到了提高。合理的干預(yù)方案和研究小組成員的協(xié)作是行動研究富有成效的關(guān)鍵因素。教師在數(shù)學(xué)教學(xué)中應(yīng)善于幫助幼兒理解數(shù)學(xué)關(guān)系,鼓勵幼兒選擇多種方式進(jìn)行表征,并在日常生活中注重對幼兒多元表征意識的培養(yǎng)。
Pattern ability is an important mathematical ability in early childhood. It is an important prerequisite for children to form logical thinking, and it lays a good foundation for children 's future mathematics learning and development. This study adopted an action research paradigm,and used multi-representational teaching strategies to intervene in experimental classes of young children(30). The action research lasted for four months. The scope of intervention included group activities and regional activities.The researchers performed a group activity once a week,with four rounds of activity and a total of three rounds(12 collective activities). After one semester of intervention,we examined the children's pattern ability before and after(60) to explore the influence of multi-representation teaching strategies on the development of children's model ability,and analyze the effectiveness of multi-dimensional representation teaching strategies. The study found that:after the three rounds of ac tion studies were completed, the children's pattern ability improved both quantitatively and qualitatively. In terms of quantity,children's pattern ability in the experimental class has improved significantly,both in comparisons of children before and after the test, or in comparison with the control class. In terms of quality, the children of the experimental class are more competent in the creation and transformation of the pattern,and they can apply the concept of the pattern to life;the teachers of the experimental class no longer "contradict"the multi-representation teaching strategy,and the ability has been improved. In addition,the study also discussed the reason of this action research why was effective,and we believed that reasonable programs and team members' collaboration are key factors for effectiveness. Finally, we proposed educational advices:Help young children understand the relationship between mathematics and choose the appropriate way to represent;Pay attention to the cultivation of children's multi-representation consciousness in daily life;Children's process ability should get more attention in practice.