小学2～4年级儿童数学应用题表征策略差异的研究  

A Study of Difference of Elementary second to fourth Graders' Representation Strategy in Arithmetic Word Problem

作　　者：陈英和[1] 仲宁宁[1] 田国胜[2] 王治国[1] 

机构地区：[1]北京师范大学发展心理研究所,北京100875 [2]廊坊市教育局教研室,河北065000

出　　处：《心理发展与教育》2004年第4期19-24,共6页Psychological Development and Education

基　　金：国家自然科学基金(批准号:30270475);教育部人文社会科学重点学科基地项目(项目号:02JAZJDXLX002);北京市教育科学"十五"规划项目.

摘　　要：本研究运用实验法和临床访谈法对某普通小学的123名2～4年级学生进行了数学应用题测验,以考察数学学优生和学差生在解决比较应用题时表征策略的差异。结果表明:(1)从2～4年级儿童解答一致和不一致应用题上看,学优生较多地使用问题模型策略对问题进行表征,学差生较多地使用直接转换策略对问题进行表征;(2)除学差女生的解题正确率低于学差男生的正确率,学差女生自我报告中直接转换策略的使用多于学差男生外,在其它方面,性别差异并不显著;(3)随着年级的升高,学优生在使用问题模型策略上越来越成熟,学差生并没有学会使用更加有效的问题模型表征策略,仍然停留在直接转换策略上,但他们在关于策略使用的认识上有所提高。A word problem test was administered to 123 students from the second to fourth grade by experiment method and clinical interview method, in order to explore the difference of representation strategy between superior students and inferior students when they solved comparable word problem. The results showed that: (1) According to students' performance on consistent word problems and inconsistent word problems, most of superior students used problem-model strategy to represent word problem and most of inferior students used direct translation strategy to represent word problem; (2) With entering the higher grade, superior students used representation strategy more stably. As far as inferior students were concerned, more effective problem-model strategy didn't take the place of direct translation strategy, though the cognition about strategy utilization was increasing;(3) The difference of gender was insignificant, except that the accuracy of inferior female students was less than that of inferior male ones and that inferior female students reported to use direct translation strategy more than inferior male ones.

关 键 词：学优生 差生 策略 数学应用题 年级 女生 男生 儿童 升高 临床 

分 类 号：B844.2[哲学宗教—发展与教育心理学] G633[哲学宗教—心理学]