在幼儿时代整合基本运动技能和数学:试点研究
Catherine M Capio1, Sum Kwing Cheung2, Serena S W Fung3
1Department of Physiotherapy, Hong Kong Metropolitan University, Kowloon, Hong Kong SAR, China.
Children (Basel, Switzerland)
|April 27, 2024
概括
在幼儿园中整合基本运动技能 (FMS) 和数学提高了儿童的FMS熟练程度和体力活动 (PA) 水平. 与传统课程相比,运动数学课程对数学技能没有显著影响.
科学领域:
- 幼儿教育 儿童早期教育
- 运动学 运动学
- 教育心理学教育心理学
背景情况:
- 基本运动技能 (FMS) 和数学对于幼儿发展至关重要.
- 将体育活动 (PA) 纳入学术环境可以促进健康和学习.
- 共同设计方法可以提高教育干预措施的相关性和有效性.
研究的目的:
- 为幼儿园学生共同设计和试点一个整合FMS和数学的运动数学课程.
- 检查摩托数学课程对FMS熟练程度,数学技能和累计PA的影响.
- 将运动数学程序与幼儿园环境中的典型数学课程进行比较.
主要方法:
- 一个共同设计过程涉及研究人员和幼儿园教师,以创建综合学习活动.
- 一项针对39名幼儿园学生的试点研究将运动数学课程与传统数学课程进行了比较.
- 在干预之前和之后,测量了FMS熟练程度,数学技能和每日步数 (通过计步器).
主要成果:
- 运动数学程序显著改善了运动和物体控制技能 (p < 0.001).
- 运动数学和比较组之间没有观察到数学技能变化的显著差异.
- 运动数学组的学生在课堂上获得的步数显著增加 (p < 0.001).
结论:
- 运动数学课程显示了提高FMS熟练程度和在幼儿园增加PA的潜力.
- 综合运动和数学活动可以作为PA推广的有效策略.
- 未来的研究应该采用随机化,更大的样本大小和更长的干预期,以获得可靠的结果.
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