藏汉双语教学的高中生数列认知水平调查研究  

The Investigation of Senior High School Students' Cognitive Level about Sequence in Tibetan-Chinese Bilingual Teaching

作　　者：王煜[1] 尕藏才让 

机构地区：[1]青海师范大学数学系,青海西宁810008

出　　处：《青海师范大学学报（自然科学版）》2016年第1期65-70,共6页Journal of Qinghai Normal University(Natural Science Edition)

摘　　要：随着新课程改革的全面实施,藏汉双语教学的高中数学课程内容发生了很大的变化,数列在高中数学内容中,处于一个知识点汇合的地位,很多知识都与数列有着密切联系,数列常常是高考、自主招生考试和数学竞赛考核重点,因此该文运用SOLO分类理论对青海省六州藏区藏汉双语教学的高中生数列认知水平进行了测试调查,并从数列的概念、等差数列、等比数列三个方面内容对六州藏汉双语教学数列认知水平进行了统计分析研究.With the implementation of the new curriculum reform,the mathematics curriculum content of senior high school in Tibetan-Chinese Bilingual Teaching has changed a lot.In senior high school math,sequence plays an important role,a lot of knowledge are closely linked to it.Sequence is often the emphasis in college entrance examination,independent recruitment examination,and maths contest.Therefore,the paper use SOLO classification theory to do a research about senior high school students＇ cognitive level about sequence in Tibetan-Chinese Bilingual Teaching,and the investigation covers six district of Qinghai Tibetan areas.The paper analyze students＇ cognitive level in Tibetan-Chinese Bilingual Teaching from three aspects：concepts of sequence,arithmetic progression and geometric progression.

关 键 词：高中生 数列 SOLO分类理论 认知水平 

分 类 号：G633[文化科学—教育学]