当前,很多地方都在推行“零起点”教学,意在纠正学前教育和小学低年级教育中的“抢跑”现象。但儿童的学习起点现状究竟如何,很多教育工作者的判断往往停留在“感性的直觉”层面,这不利于“零起点”教学的推进和改善。为此,笔者围绕一年级新生数数能力的发展现状这一话题,以富森等人的儿童数数能力发展阶段理论为指导,开展了相关理性实证研究工作。 At present, “zero starting point” teaching is being implemented in many places to correct the phenomenon of “snatch-running” in pre-primary education and primary education in lower grades. However, what is the status quo of children’s learning starting point, and many educators usually stay at the level of “sensual intuition”, which is not conducive to the promotion and improvement of “zero starting point” teaching. To this end, the author revolves around the current situation of the freshmen ’s numeration ability in the first grade. Based on the stage theory of children’ s numerial competence developed by Fussen et al., The author carries out relevant rational empirical research.