摘 要：幼儿早期数学思维的培养是学前教育领域的重要课题，其对儿童认知发展和未来学习能力具有深远影响。本研究基于当前幼儿数学教育中存在的问题，旨在探索有效的数学思维培养途径。通过文献分析与实证研究相结合的方法，选取3至6岁幼儿为研究对象，设计并实施了一系列以游戏化教学为核心的干预活动。研究结果表明，将数学概念融入趣味性活动能够显著提升幼儿的逻辑思维能力和问题解决能力，同时增强了他们对数学的兴趣和自信心。此外，研究发现家长参与和教师专业素养在这一过程中起到关键作用。本研究的创新点在于提出了“情境—互动—迁移”三位一体的教学模式，并验证了其在促进幼儿数学思维发展中的有效性，为学前教育实践提供了理论支持和操作指南。研究成果对优化幼儿数学教育策略、推动家庭与学校协同育人具有重要意义。
关键词：幼儿数学思维；游戏化教学；情境—互动—迁移模式
Abstract：The cultivation of early mathematical thinking in young children is a significant topic in the field of preschool education, with profound implications for children's cognitive development and future learning abilities. This study addresses existing issues in early childhood mathematics education and aims to explore effective pathways for fostering mathematical thinking. By integrating literature analysis with empirical research, this study selected children aged 3 to 6 as research participants and designed and implemented a series of intervention activities centered on gamified teaching. The results indicate that incorporating mathematical concepts into engaging activities significantly enhances young children's logical thinking and problem-solving skills while increasing their interest in and confidence toward mathematics. Additionally, the study highlights the critical roles of parental involvement and teacher professional competence in this process. A key innovation of this research is the proposal of a tripartite teaching model encompassing "context, interaction, and transfer," whose effectiveness in promoting mathematical thinking development in young children has been empirically validated. This study provides theoretical support and operational guidance for preschool educational practice and holds important implications for optimizing strategies in early childhood mathematics education and fostering collaborative nurturing between families and schools.
引言 1
一、幼儿数学思维发展特点研究 1
(一)幼儿认知发展阶段分析 1
(二)数学思维与幼儿认知的关系 2
(三)影响数学思维发展的关键因素 2
二、有效途径的理论基础探讨 3
(一)数学教育的核心理念解析 3
(二)学前教育中数学思维的培养目标 3
(三)理论框架对实践的指导意义 4
三、具体教学策略的设计与实施 4
(一)游戏化教学在数学思维中的应用 4
(二)生活情境融入数学思维培养的方法 5
(三)多感官参与的教学活动设计 5
四、实践效果评估与优化建议 5
(一)数学思维培养效果的评价标准 6
(二)实践案例分析与经验总结 6
(三)进一步优化的有效路径探索 6
结论 7
参考文献 8
致谢 8
关键词：幼儿数学思维；游戏化教学；情境—互动—迁移模式
Abstract：The cultivation of early mathematical thinking in young children is a significant topic in the field of preschool education, with profound implications for children's cognitive development and future learning abilities. This study addresses existing issues in early childhood mathematics education and aims to explore effective pathways for fostering mathematical thinking. By integrating literature analysis with empirical research, this study selected children aged 3 to 6 as research participants and designed and implemented a series of intervention activities centered on gamified teaching. The results indicate that incorporating mathematical concepts into engaging activities significantly enhances young children's logical thinking and problem-solving skills while increasing their interest in and confidence toward mathematics. Additionally, the study highlights the critical roles of parental involvement and teacher professional competence in this process. A key innovation of this research is the proposal of a tripartite teaching model encompassing "context, interaction, and transfer," whose effectiveness in promoting mathematical thinking development in young children has been empirically validated. This study provides theoretical support and operational guidance for preschool educational practice and holds important implications for optimizing strategies in early childhood mathematics education and fostering collaborative nurturing between families and schools.
Keywords: Early Childhood Mathematical Thinking；Gamification Of Teaching；Situation-Interaction-Transfer Model
引言 1
一、幼儿数学思维发展特点研究 1
(一)幼儿认知发展阶段分析 1
(二)数学思维与幼儿认知的关系 2
(三)影响数学思维发展的关键因素 2
二、有效途径的理论基础探讨 3
(一)数学教育的核心理念解析 3
(二)学前教育中数学思维的培养目标 3
(三)理论框架对实践的指导意义 4
三、具体教学策略的设计与实施 4
(一)游戏化教学在数学思维中的应用 4
(二)生活情境融入数学思维培养的方法 5
(三)多感官参与的教学活动设计 5
四、实践效果评估与优化建议 5
(一)数学思维培养效果的评价标准 6
(二)实践案例分析与经验总结 6
(三)进一步优化的有效路径探索 6
结论 7
参考文献 8
致谢 8
