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心理学研究指出:儿童对数理逻辑知识的掌握不是来自于被操纵的对象本身,而是来自于儿童的行动以及这些行动的协调。他们是通过活动,通过与材料的相互作用发现和建构数学关系的。《纲要》要求:“引导幼儿关注周围环境中的数、量、形、时间、空间关系,发现生活中的数学;在解决问题的过程中帮助幼儿理解基本的数学概念,发展思维能力;鼓励幼儿用多种方式来表现自己的探索过程和结果,表达发现的愉快并与他人交流、分享。”
Psychological studies indicate that children’s mastery of mathematical logic comes not from the manipulated objects themselves but from children’s actions and the coordination of these actions. They discover and construct mathematical relationships through activities and interactions with materials. The “Outline” requires: “to guide young children to pay attention to the number, quantity, shape, time and space in the surrounding environment and to find math in life; to help young children to understand basic mathematical concepts and develop their thinking skills in the process of problem solving; Young children express their discoveries and results in many ways, express their happiness and communicate with others and share. ”