Oleh: Sharon Sui Ngan Ng
(Department of Early Childhood Education,The Hong Kong Institute of
Education, Hong Kong)
Abstrak:
Chinese pre-school children perform well
in learning mathematics compared with English-speaking children. This study
investigates the scenes behind Chinese pre-school children’s mathematics
performance using teacher questionnaires and interviews. Results indicated that
the Chinese number system appeared to afford advantages to Chinese children in
learning individual mathematics concepts but this was not enough to explain why
children perform well in other areas. Frequent practice and exposure to
mathematics in pre-schools, together with parental support at home might
explain why children performed well in mathematics learning. Study results also
revealed that although the underpinning philosophy of pre-school curriculum
planning in Hong Kong might be similar to some pre-schools in other parts of
the world, such as the adoption of integrated curriculum and unstructured play,
contradictory practice might also be incorporated. Mathematics teaching in Hong
Kong pre-schools mirrors the Chinese cultural aspiration towards learning, and both
teachers and parents play an active role in pursuing academic success for each
child.
ULASAN:
Walaupun kajian jurnal ini terhad kepada
laporan kendiri guru-guru pra-sekolah di Hong Kong, namun jurnal ini telah
berjaya menyatakan dengan terperinci tentang aspirasi budaya Cina terhadap pembelajaran
Matematik di Hong Kong, di mana kedua-dua guru dan ibu bapa memainkan peranan
aktif untuk mendapatkan kejayaan akademik. Jurnal ini sangat bagus kerana penulis
juga ada mengenalpasti dapatan tambahan selain dari aspirasi budaya, iaitu
melalui sistem nombor Cina, penguasaan kemahiran nombor asas, termasuklah
harapan tinggi ibu bapa terhadap pencapaian akademik anak sehingga ibu bapa
memainkan pernan aktif dalam membantu anak belajar matematik.
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