小学生数学阅读能力结构的因素分析  

Factors Analysis on Mathematics Reading Ability Structure of Primary School Students

作　　者：杨红萍[1] 杨捷 YANG Hong-ping;YANG Jie(College of Teacher Education,Shanxi Normal University,Shanxi Linfen 041000,China;Tianjin No.9 Middle School,Tianjin 300381,China)

机构地区：[1]山西师范大学教师教育学院,山西临汾041000 [2]天津市第九中学,天津300381

出　　处：《数学教育学报》2019年第5期14-18,91,共6页Journal of Mathematics Education

基　　金：教育部人文社科规划基金项目——数学阅读能力：结构与发展研究（16YJA880056）;山西省教育科学“十二五”规划项目——中小学生数学阅读能力发展研究（GH-15015）;山西师大“中学数学教学论”优质课程建设（2016YZKC-08）;山西师大教学改革创新项目——交互式教学模式在“中学数学教学论”中的实验研究（2017JGXM-32）;山西师范大学现代文理学院基金项目——数学阅读影响因素的路径分析（2019JCYJ11）

摘　　要：运用"活动-因素分析法"对小学生数学阅读能力结构进行分析.选取临汾市小学三年级381人、六年级395人作为被试,分别实施三年级和六年级数学阅读测验,用正交旋转的方法对数据进行因素分析,析出6个能力成分;用活动分析法和直接鉴别法对析出的因素进行鉴别,揭示其心理实质.结果表明,三年级和六年级学生数学阅读能力结构成分相同,小学生数学阅读能力结构由概念理解能力、语言互译能力、阅读迁移能力、阅读推理能力、空间想象能力、信息整合能力6种成分组成.The structure of primary school students’ mathematics reading ability was analyzed by activity-factor analysis. 381 students in grade 3 and 395 students in grade 6 of Linfen primary school were selected as subjects to carry out the Mathematics reading achievement test. The data were analyzed by orthogonal rotation method and 6 ability components were precipitated. Activity analysis method and direct identification method were used to identify the precipitated factors and reveal their psychological essence. The results showed that the components of mathematics reading ability were the same in the third and sixth graders. The structure of primary school students’ mathematics reading ability consisted of six components: conceptual comprehension ability, language translation ability, reading transfer ability, reading reasoning ability, spatial imagination ability and information integration ability.

关 键 词：数学阅读 能力结构 活动-因素分析法 

分 类 号：G622.4[文化科学—教育学]