小学2-4年级儿童数学应用题表征策略对其解决不规则问题影响的研究  

A Study of the Effect of Elementary Students' Representation Strategy on Solving Irregular Word Problems

作　　者：陈英和[1] 仲宁宁[1] 赵宏[1] 张小龙[1] 

机构地区：[1]北京师范大学发展心理研究所,北京100875

出　　处：《心理科学》2005年第6期1314-1317,共4页Journal of Psychological Science

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年级学生进行了不规则数学应用题测验,以考察数学学优生和学差生在解决这些应用题时表征策略的差异。结果表明:⑴从2-4年级儿童解答条件多余和条件不足应用题上看,学优生的成绩要好于学差生,口头报告分析显示学优生较多地使用问题模型策略对问题进行表征,而学差生较多使用直接转换策略对问题进行表征;⑵在三年级时,条件多余和条件不足应用题的解题正确率有所提高,但到四年级时,正确率却有所下降;⑶在解决条件多余和条件不足应用题中,性别差异不显著。An irregular word problem test was administered to 123 students from the second to fourth grades by experimental methods and clinical interview methods in order to explore the representation strategy difference between excellent and poor students when solving these problems. The results showed that （1） According to students＇ performance in these word problems, the achievement of excellent students was better than that of poor students, and most of the excellent students used the problem-modal strategy to represent word problems and most of the poor students used the direct translation strategy to represent word problem; （2） The students in the third grade performed better in irregular word problems than those in the second grade. However, the performance of the students in the fourth grade declined; （3） gender difference was insignificant in solving irregular word problems.

关 键 词：小学儿童 数学应用题 表征策略 不规则问题 

分 类 号：B842.3[哲学宗教—基础心理学]