摘要
学前儿童数学学习与发展核心经验具有基础性、连贯性和前瞻性的特征。教师对数学领域核心经验内涵的理解是有效教学的第一步,也是观察和评价儿童发展的重要依据。教师应当基于学前儿童数学学习与发展核心经验,将抽象概念转化为儿童可理解的数学语言,重视观察和评价学前儿童的学习与发展过程,促进学前儿童过程性能力发展,以促进学前儿童数学学习。
Preschoolers' mathematics learning and developing key experiences are elementary,coherent,and forward looking.Teachers' understanding of the connotation of key experiences in mathematics is the first step of effective teaching and important criteria for observing and assessing children's development.Teachers can promote children's mathematics learning and process capability through translating abstract concepts into a language that children can undersund,and paying attention to the process of observing and evaluating children's learning and development based on proschooler's mathematics learning and developing key experiences.
作者
田方
Tian Fang(Faculty of Education,East China Normal University,Shanghai,200062)
出处
《幼儿教育（教育科学）》
2019年第10期35-38,47,共5页
Early Childhood Education(Educational Sciences)
基金
华东师范大学教育学部第五届大学生科研基金项目“4~5岁儿童模式能力与数概念发展之间的关系研究”的研究成果之一，项目批准号：ECNUFOE2019KY097
关键词
学前儿童
数学学习与发展核心经验
特征
教育建议
preschooler
mathematics learning and developing key experience
feature analysis
suggestions for education
