藏汉中小学生对数的认知水平研究——以四年级与八年级学生为例  

Research on Middle and Primary School Students’ Cognition Level to Number——Grade Four and Grade Eight Students as Example

作　　者：巴桑卓玛[1] 

机构地区：[1]西藏大学理学院数学系

出　　处：《数学教育学报》2012年第4期44-47,共4页Journal of Mathematics Education

基　　金：国家自然科学基金资助项目——西藏义务教育阶段数学教育现状与对策研究(10826008);西藏大学项目——藏汉中小学生对数学的认知水平研究(ZDZK200707)

摘　　要：对692名藏汉学生对数的认知水平进行测试、问卷调查及访谈.比较同一地区同一年级的藏汉学生对数的认知表现的民族差异性.四年级藏汉学生数的总体认知有显著差异,八年级藏汉学生对数的总体认知有显著差异（P〈0.001）.四年级藏汉学生对数的不同认知水平有显著差异（P〈0.05）,八年级藏汉学生数的不同认知水平无显著差异.四年级汉族男女学生对数的总体认知没有显著差异,四年级藏族男女学生对数的总体认知无显著差异.八年级汉族男女学生对数的总体认知没有显著差异,八年级藏族男女学生对数的总体认知无显著差异.语言环境、社会家庭环境,教学环境,数学学习动机等因素影响藏族学生数的认知发展.This paper reported findings from a comparative research of students, number cognition between Han and Tibetan students. In this research, 692 Han and Tibetan students were tested about number cognition .There were significant differences between Han and Tibetan fourth grade students on number test. There were significant differences between Han and Tibetan eighth grade students on knowing number test. In general, Han＇ number cognition was better than the Tibetan. There were significant differences between Han and Tibetan fourth grade students on the number of different cognitive level. There are no significant differences between Han and Tibetan eighth grade students on the number of different cognitive level. There are no significant differences between Han boys and Han girls; There are no significant differences between Tibetan boys and Tibetan girls. However, language environment, social and family environment, teaching environment, learning motivation, which influenced number cognitive development of Tibetan students.

关 键 词：藏汉 中小学生 数 认知水平 

分 类 号：G420[文化科学—课程与教学论]