数学建模的认知差异研究  

A Study on Cognitive Differences in Mathematical Modeling

作　　者：李明振[1] 喻平[1] 张庆林[2] 

机构地区：[1]南京师范大学数学与计算机科学学院,南京210097 [2]西南大学心理学院,重庆400715

出　　处：《心理科学》2009年第4期926-928,共3页Journal of Psychological Science

基　　金：江苏省博士后科研资助计划项目:"数学建模的认知与教学研究"(项目编号:0702052C)资助

摘　　要：运用口语报告分析方法和深度访谈方法,对五所高校数学与应用数学(师范)专业15名数学建模竞赛获奖学生(专家被试)与15名未参赛学生(新手被试)数学建模的认知差异进行了研究,发现专家被试与新手被试在数学建模的问题表征、策略运用、思路特点、建模结果及解题效率等方面存在显著差异。With 15 award-winning students （expert subjects）and 15 general students （novice subjects） of mathematics and applied mathematics （for teachers＇ colleges） from five colleges as the research subjects, using the methods of verbal protocol analysis and indepth interview, the research revealed cognitive differences of mathematical modeling between expert subjects and novice subjects, and found differences between expert subjects and novice subjects in problem representation, strategy application, thinking characteristics, modeling results and problem-solving efficiency.

关 键 词：数学建模 认知差异 口语报告分析 

分 类 号：B842.1[哲学宗教—基础心理学]