文献类型：期刊文献

中文题名：儿童早期数学情绪体验及其与数学成绩关系初探

英文题名：Mathematical Emotional Experience in Early Childhood and Its Relationship with Mathematical Achievement

作者：赖颖慧[1];邓小婉[2];黄大庆[3];陈英和[2]

第一作者：赖颖慧

机构：[1]首都体育学院运动科学与健康学院,北京100191;[2]北京师范大学发展心理研究所,北京100875;[3]北京联合大学心理素质教育中心,北京100101

第一机构：首都体育学院运动科学与健康学院,北京100191

年份：2016

卷号：25

期号：5

起止页码：32-37

中文期刊名：数学教育学报

外文期刊名：Journal of Mathematics Education

收录：CSTPCD;;国家哲学社会科学学术期刊数据库;北大核心:【北大核心2014】；CSSCI:【CSSCI_E2014_2016】；

基金：北京市优秀人才培养资助项目——运动体验对青少年动态非符号数量表征的作用探析(2016000020124G094);首都体育学院服务国家特殊需求博士人才培养项目——身体运动功能训练对青少年注意品质的影响(28501005);国家自然科学基金项目——幼儿及小学儿童数量表征的机制及作用(31271106);国家社科基金重大项目——中国儿童青少年思维发展数据库建设及其发展模式的分析研究(14ZDB160);教育部人文社会科学重点研究基地重大项目——当今时代背景下儿童青少年社会认知的发展特点、影响因素及促进研究(12JJD190001)

语种：中文

中文关键词：儿童;数学情绪体验;非符号数量;数学成绩

外文关键词：children; mathematical emotional experience; non-symbolic magnitude; mathematical achievement

摘要：儿童的学业情绪体验是影响学习效果的重要非智力因素之一.以大班幼儿及小学一至三年级儿童共228人为被试,采用图片测试法考察了其对数学任务图片和数学情境图片的基本情绪体验,及基本情绪体验与数学成绩的关系.结果表明,大班幼儿与一、二年级儿童对非符号任务图片有较积极的情绪体验,但三年级儿童的积极情绪体验消失.儿童对符号任务图片的消极体验随年级提高而明显增长.三年级儿童对讲课和解题情境的图片均开始表现出显著的负性情绪.分层回归分析发现幼儿的情绪体验不能预测其数学成绩,而在控制了年龄的影响后,小学儿童对符号任务图片和讲课情境图片的情绪体验能显著负向预测数学成绩.研究有助于揭示儿童早期阶段情绪与数学学习的关系,帮助儿童更好地适应不同的数学任务.
Children＇s academic emotions is one of the important unintelligence factors that affects the learning outcomes. The subjects are 228 children from the top classes in the kindergarten and the one to three grade of primary school. The study used picture tests to examine their emotional experiences to the pictures of mathematical tasks and the mathematical scenes. We also explored the relationship between the emotion and the mathematical achievement. The results showed that children＇s emotion to non-symbolic tasks were positive except the third grade students. The negative emotion to symbolic tasks were increasing with age. The third grade students showed negative emotion to both teaching and solving scenes. The hierarchical regression analysis found that the prediction from emotion to mathematical achievement was not significant, but after controlling the age, the pupils＇ emotion scores of the symbolic task and to the teaching scene could significantly predict the achievement scores. This study can help to reveal the relationship between emotion of the early childhood and mathematical learning, and help children to adapt to different mathematical tasks.