不同解题条件下小学六年级学生真实性思考的研究  

A Study of Sixth-graders' Realistic Consideration of Word Problem Solving under Different Conditions

作　　者：徐速[1] 

机构地区：[1]温州大学教育学院,温州325015

出　　处：《心理科学》2007年第3期705-707,718,共4页Journal of Psychological Science

基　　金：浙江省2006年度教育规划课题<小学数学学习心理研究>(立项号:SC66)的研究成果之一。

摘　　要：本研究采用7道真实性算术应用题构成的测试材料,考察了不同解题条件下小学六年级学生的真实性思考。选取优中差学生共74人,先在以班级为单位的数学测验中完成测试材料,然后进行事后个别访谈。结果表明:1)一般访谈显著地提高了学生真实性思考的水平;而访谈提示进一步显著地提高学生真实性思考的水平。2)不同学业水平学生之间在两次真实性思考提高量上都没有显著差异。3)在访谈中,优差学生在反应方式与真实性思考的层次性等方面表现出差异。基于这些研究结果,我们提出了相应的教育建议。A test consisting of 7 word problems from a realistic point of view was administered to 74 sixth-graders with different mathematical performance in class, who were interviewed individually afterwards. The results showed： O The interview could promote realistic consideration significantly, and the directive hint could promote realistic consideration significantly. ② No significant differences in the two heightened scores of realistic consideration were found among the subjects with different mathematical performance. ③ In the interview, there were differences in response style and multi-levels of realistic considerations between highachievers and low-achievers. The implications of the results for primary school mathematics teaching were discussed.

关 键 词：真实性思考 一般访谈与访谈提示 学业水平 

分 类 号：G623.5[文化科学—教育学]