Education Journal



學習數學自信心的培養研究

1993.第21卷第1期(Vol. 21 No. 1).pp. 15–21

 

學習數學自信心的培養研究

A Study of Fostering Self-confidence in Mathematics Study

成子娟(Zi-Juan CHENG)

摘要

本研究運用實驗法對5.5–6歲的74名學前班兒童進行追蹤研究,這些兒童是來自兩個一級一類幼兒園各自的大班。他們的年齡、家庭和教育條件等方面大致是相等的。把其中一個班確定為實驗班,把另一個班確定為對照班。對實驗班兒童施行為期一年的數學實驗課教學。實驗結果表明:(一)兒童學習數學的自信心可以通過在學習中不斷獲得成功的體驗來提高,而這種成功的體驗來自於特定的課程設計,(二)兒童學習數學自信心必須經過較長時間的培養,在這一過程中,使其對學習成績的成功體驗逐步概化到對學習能力的成功體驗後,自信心才能獲得相對的穩定性,(三)教師的期望對兒童自信心的提高可能有一定的效應。

Abstract

In this experiment 74 children of 5.5–6 years of age were studied for one year. These children came from two 5 to 6-year-old class in different kindergartens. Their ages, family and kindergarten's condition are the same. One class was fixed as the experimental class, the other was fixed as the comparative class. Different mathematics content and method were used in these two classes for one year. The result shows that (1) children's self-confidence in studying mathematics can be improved by obtaining constantly successful experience. This experience came from special course design. (2) Children's self-confidence must be fostered for a long time. In the course, after the children's successful experience of their study result is gradually generalized into successful experience of study ability, their self-confidence can be relatively stable. (3) Teachers' expectation may affect children's self-confidence.