A Study On The Development Of Primary School Students' Time Knowledge And Its Relationship With Digital Skills And Academic Achievement

The purpose of this study was to investigate the development and age characteristics of time knowledge acquisition in primary school students,and the relationship between time knowledge acquisition and digital skills.The subjects were 135 pupils randomly selected from a primary school in Shijiazhuang City.The tools used in the study were as follows: 1.time knowledge interview questionnaire: tools used to investigate the correct expression and use of child time units.2.Children's Digital skills scale(Zareki-R): to evaluate the digital processing of school-age children and A tool for mental calculation.The study examined the age characteristics of children's time knowledge acquisition and digital skills development in primary school by descriptive statistical method.The age and gender differences of children's time acquisition and digital skill development in primary school were investigated by using the method of multiple variance analysis,and the correlation between time knowledge and digital skills of children in primary school was examined by the method of correlation analysis.Finally,the effect of digital skills on the acquisition of time knowledge and the influence of acquisition of time knowledge on children's academic achievement were investigated by regression analysis.The findings are as follows:1.Children's time knowledge is not different in gender,but it will be strengthened and consolidated with the increase of age.In the fifth and sixth grade,they have mastered the knowledge related to time.2.In time orientation,children's understanding of week has been acquired in the first grade,and the current month,year and season begin to be acquired in the second grade,and the understanding of time series and time unit is acquired from the second grade to the third grade.On the understanding of the clock,the first grade only recognized the whole point,the second grade began to recognize the whole clock,and the third grade began to understand the clock as a whole,and gradually developed mature;The understanding of the life cycle begins from the second grade to the third grade,and develops gradually,and the calculation of the birthday takes three years because the second grade does not know the relationship between the year and the month.The estimation of interview time is developmental,children begin to rely on external things to estimate in the third grade,the fourth grade learns to rely on internal factors,and develops faster in the fifth and sixth grade.3.The external factors influencing children's time knowledge acquisition are family education and school education,while the internal factors include children's life experience and their attention.4.The time knowledge of children has a significant positive correlation with the digital skills,the time knowledge is improved with the improvement of the digital skills,the numerical correlation with the time knowledge varies according to the age,and when the primary school is in the lower grade,the oral comparison,the reading and the oral comparison are related to the time,The context is estimated to be associated with time in the primary school.Among them,the digital ability to calculate,read and solve the problem has a predictive effect on the acquisition of time knowledge.5.The children's time-knowledge has a significant positive correlation with the academic achievement,but it is not possible to predict their academic performance after the influence of the digital skills is excluded.