数学韧性向学前阶段的概念迁移：界定重述、形成因素与教育启示
Keywords:
数学韧性；STEM教育；数学教育；文献综述Abstract
学前阶段（3-6岁）是儿童数学认知与学习态度形成关键期，但数学活动常伴挑战与情绪挫折，易引发焦虑与回避。数学韧性指学习者在压力与失败情境下仍能保持积极态度、坚持投入并灵活寻求支持的心理资源与行为倾向。本文检索Web of Science、Scopus及CNKI、万方等文献，梳理数学韧性概念演进、学前适用性、影响因素与教育启示。综述发现，学前数学韧性宜理解为在支持性环境中“遇挫—恢复—再投入”的过程，受认知基础、情感动机、教学支持及家庭同伴环境共同作用，并与数学成就、学习投入和心理适应呈正相关。文章提出构建高挑战—高支持课堂生态与低压力家庭数学互动建议，并展望测量工具本土化与多方法评估，为学前数学教育实践中缓解儿童数学焦虑、培养积极学习品质提供理论支撑与实操指引。
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