探索第三年级数字素养的语言复杂性
1Mathematical Thinking Lab, School of Education and the Sagol School of Neuroscience, Tel Aviv University, 6997801, Tel Aviv, Israel.
Cognitive research: principles and implications
|July 17, 2024
概括
孩子们难以大声读数是因为复杂的语法,而不是大小. 特定的语法 - 语言规则,而不是一般的十进制知识,预测性能,表明数字素养需要有针对性的指令.
科学领域:
- 认知心理学 认知心理学
- 发展心理学 发展心理学
- 教育心理学教育心理学
背景情况:
- 大声读数对于数字素养至关重要,但对儿童来说具有挑战性.
- 数字阅读困难的根本原因尚不清楚.
- 了解这些挑战对于改善教育策略至关重要.
研究的目的:
- 调查小学儿童大声读数困难的起源.
- 确定影响数字阅读性能的因素,特别是区分语法和基于大小的挑战.
- 探索不同类型的数字知识与数字阅读精度之间的关系.
主要方法:
- 评估了127名三年级和四年级儿童在希伯来语中大声读数的表现,使用2-5位数的数字.
- 分析错误类型,将它们分类为语法扭曲,数字替换或转换.
- 阅读表现与评估语法概念知识和特定语法语言规则的任务表现相关联.
主要成果:
- 观察到表现的显著差异,在高和低表现的学生之间,错误率差异很大.
- 数字阅读困难主要与数字的语法结构有关,而不是它们的数量.
- 预测表现是基于对特定语法语法规则的知识,而不是对十进制系统的一般语法概念知识.
- 在4位和5位数字之间发现了双重分离,这表明他们独立学习了不同的语法结构.
结论:
- 大声读数的困难源于掌握特定的语法 - 语言规则,而不是一般的概念理解.
- 希伯来数字阅读涉及不同数字长度的不同语法结构,独立学习.
- 教育干预应侧重于明确指导特定的语法-口头规则的数字阅读,以提高数字素养.
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