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幼儿元认知、执行功能和数感的关系研究进展与展望
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Abstract:
执行功能影响幼儿的数学能力已得到许多研究的验证和支持，但由于测量工具不同，执行功能的具体维度对幼儿的影响还存在争议。由于幼儿的元认知还处于萌芽阶段，以往探讨元认知和数学能力关系的研究多以小学及以上的群体为研究对象，研究学龄前儿童元认知和数感关系的研究较少。同时，以往的研究忽略了个体早期数学能力和高级认知能力(即元认知和执行功能)的相互促进作用，“能力产生能力”假说表明，早期基础能力的进步，随着时间的推移，为获取更复杂的能力奠定了基础。幼儿执行功能、元认知和数学能力的关系在短时间内可能发生重大的变化，未来的研究可对3~6岁幼儿进行追踪研究，以更全面方式探究执行功能、元认知和数感之间的相互关系和方向，尤其是这些关系随着时间推移产生的变化。
The influence of executive function on children’s mathematical ability has been verified and sup-ported by many studies, but due to different measurement tools, the impact of specific dimensions of executive function on young children is still controversial. As children’s metacognition is still in its infancy, previous studies on the relationship between metacognition and mathematical ability are mostly focused on primary school and above, while there are few studies on the relationship between metacognition and number sense in preschool children. At the same time, previous studies have ignored the interaction between individual early mathematical ability and advanced cognitive ability (that is, metacognitive and executive function). The “ability to produce ability” hypothesis shows that the progress of early basic ability, with the passage of time, laid the foundation for the acquisition of more complex abilities. The relationship among executive function, metacognition and mathematical ability of young children may change significantly in a short period of time. Future studies can follow up on children aged 3 to 6 years old to explore the relationship and direction among executive function, metacognition and number sense in a more comprehensive way, especially the changes of these relationships over time.
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