小学儿童表征模型的使用及其与表征水平的关系  

Elementary Students’ Representational Model in Math Word Problem and Relationship with Representational Level

作　　者：仲宁宁[1] 陈英和[2] 王晶[2] 

机构地区：[1]北京青年政治学院社会工作系,北京100102 [2]北京师范大学发展心理研究所,北京100875

出　　处：《中国临床心理学杂志》2009年第5期588-591,共4页Chinese Journal of Clinical Psychology

基　　金：全国教育科学规划国家重点项目(ABA050001);国家自然科学基金项目(30770729);北京市哲学社会科学规划项目(06BaJY010);北京市教育科学十一五规划课题(ACA08017)

摘　　要：目的:考察学生在理解阶段和执行阶段使用表征模型的情况,并考察表征水平对表征模型使用的影响。方法:运用实验法对某普通小学的158名4～6年级学生进行应用题改写任务和缩写任务,以及长方形面积任务。结果:①随着年级的升高,学生在理解阶段依然都选用情境模型,而在执行阶段则越来越多选用问题模型;②表征水平越高,学生在理解阶段更多采用情境模型表征问题,在执行阶段更多采用问题模型表征问题。结论:个体对问题的表征取决于问题解决所处的阶段,表征水平对表征模型的选择具有重要的影响作用。Objective： To explore students＇ representational model in apprehensive phase and in executive phase,and the representational level in math word problems and its influence on representational model. Methods： Rewriting task, abbreviation task and rectangle area task were administered to 158 students from the fourth to sixth grade by experiment method. Results： ①With the increasing of the grades, situation model was still used in apprehensive phase and problem model was much more used in executive phase; ②The higher representation level was, the more situation model was used in apprehensive phase and the more problem model was used in executive phase. Conclusion： Representation model is based on phase of problem solving, and influenced by representation level.

关 键 词：小学儿童 表征水平 表征模型 

分 类 号：R395.1[哲学宗教—心理学]